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DEPARTMENT OF EDUCATION Government of Guam

FEDERAL PROGRAMS DIVISION

Consolidated Grant Title V, Part A: Innovative Programs

FY2011 4th Quarter Report

CFDA 84.403

To the United States Department of Education

Management Improvement Team

DEPARTMENT OF EDUCATION P.O. Box DE

Hagatna, Guam 96932 http://www.gdoe.net

October 2011


CFDA 84.403 Consolidated Grant

Title V, Part A: Innovative Programs

4th QUARTER REPORT (For period of July 01, 2011 to Sept. 30, 2011)

October 2011

DEPARTMENT OF EDUCATION Government of Guam


TABLE OF CONTENTS

Page Numbers:

I: Progress Report Program No.1: Local Education Reform Plan To Improve

Reading, Math, and Language Arts (District Action Plan) Standards and Assessment II 5 to 12

Program No. 2: Reading and Math Reform 13

Direct Instruction (DI) Program 14 to 31 Success for All (SFA) Program 32 to 41 Secondary School Reform Program: Johns Hopkins Talent 42 to 48

Development (Talent Development Middle and High School Program)

Program No.3: Improving Teacher Quality

Teacher Retention Program 49 to 51

Program No.4: Expanded Learning Opportunities 52 Parent-Family-Community Outreach Program 53 to 63 Department of Education Extended Day (DEED) Program 64 to 77 Summer School Program 78 to 81 Eskuelan Pueñgi (EP / Night School) Program 82 to 86 Safe and Drug Free Schools 87 to 98

• Project A: Anti-Bullying Program • Project B: Play-By-the-Rules • Project C: Children-At-Risk (CAR)

English as a Second Language (ESL) Program 99 to 115

Program No.5: Alternative Education Program 116 to 131

Program No.6: Career / Technical Education 132 Cooperative Education (or Summer Work Experience) 133 to 156 Technology Education 157 to 163 Integrating Science and Allied Health (ISAAH) 164 to 168

Program No. 7: Gifted and Talented Education (GATE) Program 169 to 172

Program No. 8: Private, Non-Profit (PNP) Schools Participation 173 Catholic Schools

• Catholic Schools: Curriculum Enhancement of 174 to 178 Basic Skills (CEBS) Program

• Catholic Schools: Technology Assisted Instructional 179 to 182 Program (TAIP)

Saint Paul Christian Academy (SPCA) • Innovative Math, Reading, Data Collection Supplement 183 to 185

Asmuyao Community School (ACS)

• Student Alternative Individualized Learning (SAIL) – At Risk 186 to 189

Southern Christian Academy • Improving Literacy Through Research and Technology 190 to 194

4H Fishery Program – University of Guam Cooperative

• Life Skill Fishery Program for At Risk, Low Income / Economically Challenged Students 195 to 198

Evangelical Christian Academy (ECA) • Program Academic Freedom 199 to 200

Saint John School

• English Language Institute (ELI) Program 201 to 204

Program No. 9: Education Technology (Student Management System) 205 to 211

II: Participating Schools 212 to 213 III: Expenditure Reports 214

S403A090002 – 22.09.12 215 to 221 S403A100002 – 22.10.12 222 to 230

October 2011


CFDA 84.403


4thQUARTER REPORT

I. PROGRESS REPORT BY PROGRAM

Program No.1: Local Education Reform Plan To Improve Reading, Math, and Language Arts (District Action Plan)

Standards and Assessment II

October 2011

Program #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH, AND LANGUAGE ARTS Standards and Assessment: Content Standards Revision & Standards Based Assessment Development

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. District Standards-Based

Assessments (SBA) will be developed.

2. Curriculum Alignment of

the K-12 Math, Science, Social Studies, & Language Arts/Reading Content Standards and Performance Indicators to the GDOE SBA, norm-

1.1 The services to conduct the development of Standards-Based assessments are contracted to a professional consultant.

1.2 All Task Items and timeline (selection of Design Teams, multiple training sessions at selected venues, etc.) are developed and agreed upon by GDOE and executed.

1.3 Final draft is presented to the

Superintendent, Guam Education Board and other GDOE personnel and then approved by GEB.

1.4 Awareness presentations on

newly developed SBAs are made to school teams, district office personnel and community members.

a. The services to conduct the

Curriculum Alignment and to develop quarterly priority skills and knowledge are contracted to a professional consultant.

• 1Standards-Based Assessments in the areas of language arts/reading (grades 1, 3-8, 10), math (grades 3-8, 10), science (grades 5, 8, 10, 12) is nearing completion. Project is anticipated to be completed no later than December 2011.

• The contract for the Curriculum Alignment project was

signed by the identified contractor and is currently undergoing final review by the Office of the Attorney General and the Office of the Governor. Once signed, a Notice to Proceed (NTP) will be issued. We anticipate the NTP to be issued no later than October 31, 2011. Final contract amount is $231,282.00.

FY2011 Consolidated Grant Title V, Part A Innovative Programs 4th Quarter Special Conditions Compliance Report

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Objectives Activities Evaluation/Accomplishment/Status of Objectives referenced test, adopted textbooks, and national standards is developed.

b. Teacher representatives are identified to work with consultant to conduct the Curriculum Alignment and develop quarterly priority skills and knowledge that students must know and be able to do.

c. Meetings & Sessions are held

(through a graduate course) with the Consultant to conduct the review and to get input from GDOE stakeholders.

d. Final draft is presented to the

Superintendent and other GODE personnel.

e. Awareness presentations and

skill development on the Curriculum Alignment are made to school teams and district office personnel.

f. Hard copies of the Curriculum

Alignment are made for every school and are posted on the GODE website and CD copies are provided to each school and key GDOE personnel.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 3. Curriculum Guides for the

K-12 Math, Science, Social Studies and Language Arts/Reading standards that include sample lessons, instructional models, lesson activities, resource list and classroom assessments are developed for the classroom teacher.

3.1 The services to develop the K-12 Math, Science, Social Studies, and Language Arts/Reading Curriculum Guides are contracted to a professional consultant.

3.2 Teacher representatives are

identified to work with consultant to conduct the development of the K-12Curriculum Guides.

3.3. Meetings and sessions are held

(through a graduate course) with the consultant to conduct the review and to get input from GDOE stakeholders.

3.4 Final draft is presented to the

Superintendent for approval. 3.5 Awareness presentations and

training on the implementation of the Curriculum Guides are made to teachers.

3.6 Hard copies of the Curriculum

Guides are made for every school and are posted on the GDOE website and CD copies

• The contract for the K-12 Curriculum Alignment project was signed by the identified contractor and is currently undergoing final review by the Office of the Attorney General and the Office of the Governor. Once signed, a Notice to Proceed (NTP) will be issued. We anticipate the NTP to be issued no later than October 31, 2011. Final contract amount is $349,870.20.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 4. Support schools with the

implementation of the adopted Standards and performance evaluations.

are provided to each school and key GDOE personnel

4.1 Provide professional

development to include off-island travel for teachers, administrators, and district personnel in areas including but not limited to: content knowledge in the core content areas, effective teaching strategies, classroom management, mentoring, formative and summative assessment, intervention strategies, Response to Intervention, Professional Learning Communities, Differentiated Instruction, Advanced Placement and Pre-AP Courses.

4.2 Establish cadres of teachers

trained in areas including, but not limited to: content knowledge in the core content areas, effective teaching strategies, differentiated instruction, classroom management, mentoring, formative and summative

• A total of fifty educators, administrators, and district

personnel were selected to participate in various professional development activities. Among them were:

o ASCD National Conference in San Francisco, California – March 2011

o Response to Intervention in Portland, Oregon – June 2011

o ASCD Summer Conference in Boston, Massachusetts – July 2011

o National Conference on Differentiated Instruction in Las Vegas, Nevada – July 2011

o Learning Forward Conference in Indianapolis, Indiana – July 2011

• Training cadres were established using conference participants who demonstrated the commitment to professional growth. This will ensure continued provision and coordination of technical assistance support and/or professional development training in the content, pedagogy, assessment, and leadership practices that will be provided to district educators, administrators, and personnel over the next two years. Cadre members agreed to sign Letters of Commitment to demonstrate their


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 5. Administer the SBA

(criterion reference test) to the identified student groups.

assessment, intervention strategies, response to intervention, professional learning communities to provide ongoing support and professional development to teachers in the district.

4.3 Procure instructional materials

that support the training provided to teachers in the implementation of the standards. Teachers to develop and implement standards-based lessons with appropriate teaching strategies and assessments to maximize student learning.

4.4 Develop and implement

methods for evaluating teacher effectiveness upon gaining skills and knowledge from professional development activities, and its impact on student academic achievement.

5.1 The services to publish the SBA

booklets and answer documents is contracted to a professional entity.

commitments.

• Using the cadre members, a professional development activity was conducted for five elementary school educators and staff. Cadre members trained on respective conference material (as stated above). Approximately 200 educators and 80 support staff/personnel participated in this event.

• Instructional materials were procured and will be provided to schools during professional development activities. Professional Development activities will be planned in line with the instructional/resource materials that have been procured.

• This activity was postponed due to the delay in the

development of the SBA. Administration of the SBA is anticipated to take place in Spring 2012.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 6. Web-based test item bank

software, equipment, and materials (with training) is procured for schools to develop standards-based classroom assessments and uniform school-wide assessments.

5.2 Scoring services for district-

wide administration is contracted to a professional entity.

6.1 Services to provide web-based

software, equipment, and materials, with associated training to develop standards based assessments are contracted.

6.2 Teachers, administrators, and

district personnel are identified for training on the use of the web-based test item bank.

6.3 Training programs that includes

a training-of-trainers is developed by the identified consultant in consultation with the RP&E Administrator and the Deputy Superintendent, C&II

6.4 Training program is

implemented. 6.5 School-wide assessment training

is conducted.

• This activity was postponed so that funding can be re-

budgeted to allow for ample funding of the Curriculum Alignment and Curriculum Guides projects. This activity was moved into the FY’11 program activities.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 6.6 School-wide assessments are

administered


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4th QUARTER REPORT


Pogram No. 2: Reading and Math Reform Direct Instruction (DI) Program Success for All (SFA) Program Secondary School Reform Program: Johns Hopkins Talent Development (Talent Development Middle and High School Program)

October 2011




4th QUARTER REPORT


Pogram No. 2: Reading and Math Reform Direct Instruction (DI) Program

October 2011

Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program

Objective Activities Evaluation of Objective 1. Implement the DI

program and provide adequate instructional time for students to accelerate through reading, language and math programs.

2. Continue to build cadre of trainers for the program levels and increase the skill level and program awareness of DI coordinators, school level coaches, teachers and school personnel.

A. Schedule student groups by schools to ensure appropriate placement and allotted time for instruction.

A. Attend the Association of DI Training for Trainers or other relative workshops/trainings to enhance trainer of trainer skills

B. Provide training for trainers, teachers, coordinators, coaches and school personnel.

Aug-Sep: SY11-12 experienced delayed school opening; Majority of incoming students have been test and placed in appropriate groups. There continues to be an influx of students at all schools and Reading Coordinators are doing their best to get students tested and placed immediately to assure learning takes place at the appropriate level for each student. Teacher Assistants provide assistance with testing processes. DI and DEED have collaborated to provide afterschool tutoring services at all of the 11 schools. Teacher Assistants provide individual and small group tutoring services during DEED program hours. This allows schools to provide additional instruction time for students are considered “at-risk” – performing at Level 1 (Basic) and Level 2 (Below Basic) in Reading, Math, and Language. A. COMPLETED: ADI Conference scheduled for July 23-29, 2011; 23

participants attended. Participants included school administrators, reading coordinators, ESL project director, and a member of Federal Programs team. A team of trainer of trainers will attend the 2012 ADI Conference to ensure local capacity of district trainers for the DI program.

B. TRAINING Pre-service training for over 200 participants (teachers, teacher assistants, administrators, and counselors) was completed August 1-5, 2011 at the DI Summer Institute. See attached. In-service is continually provided to teachers, teacher assistants and reading coordinators, as well as professional staff.


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Objective Activities Evaluation of Objective

3. Continue to monitor the district-wide implementation to effectively provide support to the schools at the local level.

C. Establish teacher database of training.

A. Provide the School

Program Consultant and coordinators with appropriate time for in class mentoring and accountability.

B. Provide additional training –summer institute and mentoring – to the School Program Consultant and district personnel on the specifics of performing their job.

New – Teacher Assistants now receive Basic Work Skills training beginning SY11-12 and will continue throughout the year towards addressing TA retention.

C. A new training database will be developed, based on entire implementation period and on available data. Database will include teachers, teacher assistants, administrators, and professional staff of which the Program has invested resource for professional development.

A. Implementation Managers resumed school site visits and consulting

from start of SY11-12 to present. Project Director has visited 3 schools to address implementation concerns including human resources, school instructional schedules, and related matters.

B. IN PROGRESS: Training needs determined via Reading Coordinator meetings, Administrator meetings, and consultative meetings. Training focus will include new teachers, teachers teaching new program/level, incoming-transferring teachers, teacher assistants, administrators, and peer coaches.

Reading Coordinators and Implementation Managers provide onsite in-service training as needed for respective teachers and teacher assistants. As much as possible, implementation concerns are addressed by school administrators and project director while Implementation Managers are onsite.


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Objective Activities Evaluation of Objective 4. Increase School

Administrators’ skill in program knowledge, identification of problems through data review and observations and follow through with appropriate remedies.

A. a. Provide training for administrators regarding program implementation, knowledge and accountability practices.

B. Ensure compliance of

Weekly Status Report (WSR) requirements. Develop new Weekly Status Report that reflects specifics of program implementation. Example – Student independent work is marked.

C. Establish provisions for rewards and sanctions for school data reports and attendance in training.

A. IN PROGRESS: Assessments are conducted by the project director in consultation with the Deputy Superintendent of Curriculum and Instructional Improvement, the Deputy of Educational Support and the Program Consultants. Based on assessment, training schedule will be developed and training provided to all administrators to enhance program knowledge and skills.

B. COMPLETED: The WSR has been replaced by an Administrator’s Monthly Update, which includes 1) implementation concerns, 2) current staffing breakout, 3) school events/activities, 4) changes in personnel, and 5) copy of at least one (1) PDAC for that period.

C. IN PROGRESS: The FY11 Consolidated Grant management plan for the program will be used to determine sanctions and rewards for school administrators with regards to implementation efforts and level of support.

To-date, all school administrators have been very cooperative in participating in monthly work sessions, sharing implementation concerns, and collaborating solutions. Professional development events are also supported and the level of effort at average, but is expected to increase as the year progresses.


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Objective Activities Evaluation of Objective 5. Continue to

implement and institute the decision making process at schools based on student and teacher data.

A. Establish weekly principal data review conferences (PDAC) at every school to examine lesson progress charts, mastery test summaries, independent work summaries and observational data with principals, School Program Consultant, site coordinators, and peer coaches participating fully.

B. Provisions for identified

challenges and accolades based on PDAC findings are established with follow up on recommendations.

C. Complete a weekly data

analysis report and follow up on actions to be taken.

A. IN PROGRESS: For SY10-11, about half of schools did not perform PDACs. One reason cited is the lack of consultative services. After meeting with school administrators, all schools have agreed and have reinstated PDACs beginning SY11-12.

B. IN PROGRESS: In collaboration with NIFDI, each school

administrator and reading coordinator participates in monthly work sessions towards identifying successes and challenges at respective schools and overall for the program. Action plans and solutions are determined and implemented to ensure continuous improvement in implementation and student progress.

C. IN PROGRESS: PDAC team members actively participate in determining student achievement levels that require immediate attention; solutions are determined and implemented within 1-2 weeks and implementation manager provides guidance and review to ensure appropriate interventions are utilized in the best interest of the student.


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6. Increase the retention rate of teacher assistants and provide appropriate training needed.

D. Provide training to administrators and coordinators on specifying problems and solutions.

A. Review process and

classification of teacher assistants to address low retention rate.

B. Provide training and practice sessions for teacher assistants commensurate with program they teach.

D. IN PROGRESS: Administrators participated in PBIS training during Summer Institute and will receive training in Coaches Training Level A and D. At least two of the school administrators will be trained and serve as the cadre for training administrators. All reading coordinators will attend this same training and ultimately serve as cadre for training peer coaches. Overall training will be provided by NIFDI.

A. IN PROGRESS: Program personnel and School Administrators

meet/discuss strengths and challenges related to the duties and responsibilities of teacher assistants. Project director and Administrators continue to work with Personnel Office to address recruitment & retention concerns. Teacher Assistant Guidelines were updated in May 2011 and is currently in another revision stage as TAs are now authorized to work up to 8 hours per day and no more than 38 hours per week. The additional hours are used during afterschool hours towards providing additional instruction time for at-risk students and for development of instructional skills. This new effort is being monitored through weekly logs of students tutored and through school administrator/reading coordinator reports.

B. IN PROGRESS: SY11-12 Training Calendar was developed and approved by Division of Curriculum & Instructional Improvement. Training topics will enhance TA workplace skills towards improved retention rates. TA training and development is new to the program and is now part


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7. The GDOE will issue a Request for Proposal (RFP) for consultative services (training and implementation assistance) to support the DI program for school year 2009-2010.

8. Procure curricular materials and other resources necessary to implement and administer DI.

A. Procure professional

services for Direct Instruction.

B. Monitor performance.

C. Require reports.

A. Review recommended DI books and other teacher and student materials.

B. Procure other materials and equipment needed by schools to carry out DI.

of the program calendar. All TAs training began in September for DI schools. The project director facilitates these trainings and will cover workplace skills such as communication, team building, and other personal development workshops to enhance the implementation training provided by NIFDI and the District. TAs also engage in format practice after school hours at least 1-2 times per week to continually improve instruction skill.

A renewed contract for NIFDI was completed and renewed as of June 2011. Performance to-date is sufficient. Reports have been received from NIFDI that include successes and challenges. A. IN PROGRESS: The program continues to assess adopted texts,

student workbooks, and possible supplemental resources for students, teachers, and the Student First Center. This includes DVDs, textbooks, periodicals, etc.

B. IN PROGRESS: Materials and equipment needs have been determined and procurement of such items is completed at least 90%. More materials will be procured within the next quarter.


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Objective Activities Evaluation of Objective 9. Continue to improve

data collection and reporting system for DI student assessments at school and district levels.

A. Provide schools with the necessary technology, training, and other resources needed to collect, analyze and report assessment data.

B. Establish student data

management system to collect and report district-wide reading performance; contract with research consultants, if necessary.

C. Set up schedule for regular

collection and reporting of school data and district

A. IN PROGRESS: Needs assessment completed; training schedule and topics completed for SY11-12 and in progress. Goal is to enhance the skills of school personnel to help them with the implementation of the program. In addition to program training, professional development and skills development training workshops will be facilitated for Teacher Assistants (new), Peer Coaches, Reading Coordinators, and Administrators. New training topics will include workplace skills (effective communication, personnel management, customer service, TA guidelines, team building, time/resource management, and related. These additional trainings will help school staff bridge gaps between program knowledge, teamwork, and effective management. Technology equipment has been procured for each school through the reading coordinator’s office. Technology training will begin next quarter.

B. IN-PROGRESS: 10 of 11 schools submitted student databases tracking student performance and placement. A database management system is being researched to automate the data collection, analysis, reporting processes to relieve repetitive tasks performed by Reading Coordinators allowing more time for higher level tasks such as classroom observations, mentoring, teacher training and data analysis. The one school who did not submit database was without a reading coordinator for almost the entire school year.

C. COMPLETED: 10 of 11 schools submitted all data collection

reports. PC is currently working with RCs and Administrators to enhance and implement data collection, analysis, and reporting


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10. Implement an after-school tutoring program for students in need of additional instruction in the areas of Reading, Math, and Language Arts.

data. A. After-school tutoring to be

piloted; Teacher Assistants to work with students in need on as needed basis. Teacher Assistants may also be tasked to provide program specific support to students who need extra help during summer programs.

procedures to facilitate improved management decision-making processes. Currently, reports are submitted quarterly. NEW Administrator’s Monthly Update is now required since August 2011. This report is completed, signed and submitted by Administrators at our monthly work sessions. The 1-2 page report provides a snapshot view of each school’s concerns, activities, staffing breakout, staffing changes, and PDAC activities, thus reflecting some of the school administrator’s efforts with implementation.

SUCCESS! The DI Program now offers afterschool tutoring services for student identified as at-risk for student enrolled in the DEED program as well as students not enrolled in DEED. Schools are designing their tutoring efforts to ensure as many at-risk students can avail of this additional instruction time. Teacher assistants are a vital part of making tutoring happen and are required to be trained and continually practice format and fluency to keep students moving forward. Data will be assessed and measured to ensure effectiveness and track gains and challenges so to make modification where necessary. SUMMER SCHOOL: Teacher Assistants provided tutoring and classroom support during the Summer School Program providing individual tutoring using DI program/materials for at-risk students. Log sheets were collected to show that students were receiving individual and small group tutoring services. It is yet to be determined if and how much of an impact this new effort provided students and teachers; however, data will be assessed and measured accordingly.


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DIRECT INSTRUCTION PROGRAM 4th Quarter Program Overview

SUCCESSES

1. Student Performance Overall (11 Elementary Schools) REPORT READING MATH LANGUAGEGrade Level 84% 63% 66% Benchmark 49% 23% 27%

SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - BENCHMARK READING

0%

20%

40%

60%

80%

100%

1st Qtr.# of

students

# at/aboveBenchmark

2nd Qtr.# of

students

# at/aboveBenchmark

3rd Qtr.# of

students

# at/aboveBenchmark

4th Qtr.# of

students

# at/aboveBenchmark

538 134 546 144 528 192 518 168481 299 477 264 473 321 463 378

738 403 722 446 736 526 736525251 140 249 149 247

147252

157785 245 775 279 761293

765263287 199 288 131 286

172291

108633 352 628 347 631326

632333

638263

626275

642287

647248

845 345 871384

870 410 877 432

728 238 736 221 739 261 740 269

Adacao Elementary Carbullido Elementary Daniel L. Perez Elementary Inarajan Elementary

J. Q. San Miguel Elementary Juan M. Guerrero Elementary L. B. .Johnson Elementary Liguan Elementary

Manuel U. Lujan Elementary Upi Elementary Wettengel Elementary


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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - BENCHMARK LANGUAGE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Qtr.# of

students

# at/aboveBenchmark

2nd Qtr.# of

students

# at/aboveBenchmark

3rd Qtr.# of

students

# at/aboveBenchmark

4th Qtr.# of

students

# at/aboveBenchmark

538 129 546 122 529 128 518 116

481 162 47716

473 109 46399

738 205 722258

736 288 736 282

251 58 249 57 24766

252 56

785174

775110

761 104 76593

287 233 288155

286 233 291196

633144

628 135 631137

632 134

638 146 626 151 642 124 64777

845 253 871 204 870 230 877368





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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - BENCHMARK MATH

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Qtr.# of

students

# at/aboveBenchmark

2nd Qtr.# of

students

# at/aboveBenchmark

3rd Qtr.# of

students

# at/aboveBenchmark

4th Qtr.# of

students

# at/aboveBenchmark

538 98 546 94 528 90 518 53

481126

47785

47363

463105

738195

722193

736190

736186

785133

775199

761183

765 153

287235

288 191 286 238 291250

633 190 628 189 631113

632

109638 187 626200

642176

647

130845 190 871 192 870

133877

145

728 202 736 172 739 143 740 124





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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - GRADE LEVEL READING

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Qtr.# of

students

# at/aboveGrade Level

2nd Qtr.# of

students


3rd Qtr.# of

students


4th Qtr.# of

students


538143

546 247 528 331 518 340

481448

477437

473 454 463 428

738577

722608 736 616 737 630

251188

249 219 247 224 252 232

785 647 775 666 761 698 765 685

287 281 288 286 286 281 291 284

633 581 628 576 631589

632 604

638 483626 509 642

481647 448

845738

871 737 872 692 877 772

728314

736 460 739 535 740 535





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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - GRADE LEVEL LANGUAGE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Qtr.# of

students


2nd Qtr.# of

students


3rd Qtr.# of

students


4th Qtr.# of

students


538131

546136

528 178 518 198

738 537 722537

736 569 736 575

251 162 249 160 247 176252 203

785 382 775 517 761474

765 570

287 245 288 245 286237

291 233

638 397 626412

642324

647265

845590

871599

870544

877783

728228

736257

739264

740265





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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program SY10-11 STUDENT PERFORMANCE - ALL SCHOOLS - GRADE LEVEL MATH

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1st Qtr.# of

students


2nd Qtr.# of

students


3rd Qtr.# of

students


4th Qtr.# of

students


538 163 546 154 528 177 518 149

481254

477294

473 396 463288

738 503 722532 736 558 736

574

251 162 249 165 247201

252 208

785 424 775 441 761487

765 536

287 273 288 286 286264

291 277

633370

628451

631

475

632491

638351

626392

642

348

647307

845502

871516

870

476

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728202

736208

739217

740215





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2. Budget – FY09 award of over $4M dollars for human resources, professional development, supplies, materials and equipment allowed for all schools to receive over $300,000 in materials for SY11-12. Reading Coordinators and a few Teacher Assistants met at DOE Warehouse and performed inventory, distribution, loading and hauling of these materials to each DI school. Staff utilized personal vehicles and resources to make this happen as the Department is short on resources in this area. Other resources we managed to procure for each school include new laptops, all-in-one printers, digital camcorders, general and classroom supplies for every classroom.

CHALLENGES

1. Implementation concerns based on Administrator feedback include: a. Processing delays of staff; recruitment and placement b. Full-time Reading Coordinators not available to all schools c. Teacher Assistant turnover as it affects implementation; bringing new TAs up to expected performance levels d. Using TAs to make large quantities of copies due to delayed materials (Materials at schools as of first week of October) e. Lack of Take Home materials f. Copy machines – access and proximity (This concern addressed by procurement of all-in-one printers. Items pending

delivery from vendor as of this report date.) g. Testing and regrouping of students due, in part, to shortage of teachers and continuous influx of students (especially for

northern schools)

2. Other Content alignment for Science & Social Science – Consultant will continue to work with Reading Coordinators and Teachers to strengthen this area. Teachers will be able to extract science and social science content, provide quizzes and tests, and provide report card grades.

3. Human Resources – Program level: currently the program receives minor support with only an administrative assistant on staff; approval to recruit program coordinators is in progress; School level: several teacher assistant and peer coach positions remain vacant at this time. The project director is working with school administrators to address this issue. School level: some schools do not have all vacant/funded positions filled but recruitment efforts are in progress. Until all positions are filled, schools work without complete support in all areas of implementation, which adversely impacts instruction and student achievement.


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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program CURRENT/UPCOMING ACTIVITIES & PRIORITIES

1. Impact & Accountability – Project Director, School Administrators, and Reading Coordinators will review, analyze, and determine appropriate action for student performance (Grade Level & Benchmark and SAT10 reports). Training and review will be provided to stakeholders in reading and interpretation of SAT10 scores.

2. Collaboration Efforts – Program office and schools will continue to work together and with other district programs to ensure students receive comprehensive support at all levels towards improved student achievement Other programs include ESL, Student Support, SpEd, and other reform programs.

3. Parent Engagement Plan – October 2011 PTO officers will be invited to Student First Center for its first Parent Engagement meeting with Project Director. Training and information on DI Program will be discussed and a plan for training and support of parents is to be developed.

4. Management Plan – Project Director will work with School Administrators, Reading Coordinators, Teachers, and Program Manager to develop and maintain best management practices that strive to meet accountability and implementation expectations.

5. Human Resources Professional Development (Teachers, Teacher Assistants, Reading Coordinators, Administrators, Professional Staff) – all levels of program staff will continue to receive training and professional development opportunities, especially from colleagues who have received training from off-island conferences and professionals. This effort will support capacity building efforts for the program and the district.

Student achievement overall was maintained mainly in reading while math and language arts scores continue to remain lower than expected, especially in 3rd to 5th grade levels. Benchmark and Grade Level data is provided herein for 1st through 4th quarter. Curriculum staff (School Administrators, Reading Coordinators, Peer Coaches, and Teacher Assistants) and administrative support staff continue to be funded and perform respective functions towards improving student achievement. One school was without a Reading Coordinator for most of the school year, leaving School Administrator and Peer Coaches, plus locally funded school administrative staff to perform those duties to the best of their ability.


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Program #2 – READING AND MATH REFORM Direct Instruction (DI) Program For the first time, Teacher Assistants were utilized for the District’s Summer School Program to provide individual tutoring services for students identified as at-risk. The additional instructional services enhanced efforts towards increasing student performance during SY11-12. Guidelines were developed and approved providing guidance as to Teacher Assistant roles, responsibilities, and work schedule. Another first beginning SY11-12, Teacher Assistants may now work up to 8 hours per day and no more than 38 hours per week. This specific change to their work schedule is to facilitate afterschool tutoring services for the students identified as at-risk. The additional instruction time is hoped will increase student performance. Monitoring of progress and impact will be shared in future quarterly reports. Consultative services were completed satisfactorily for SY10-11. For SY11-12, beginning August, Implementation Managers continue to make site visits and provide written site visit summaries and feedback to weekly PDACs. A major concern at the beginning of this school year included bell or instructional schedules that do not meet DI instructional model criteria and is likely to result in lower lesson gains and student performance.

Planning and evaluation is in progress to include, but not limited to, analysis of SY10-11 student data, stakeholder feedback and concerns, implementation practices and training needs. Additional controls and assessment tools to assist with program management have been determined and will be implemented in SY11-12. A strategic plan has yet to be developed but is in progress by School Administrators and Project Director, pending approval by Program Manager and Federal Programs. This plan will guide the program towards completing implementation phase by end of SY12-13 and preparing for the next phase of achieving student success independent of consultative services.

This program is 100% funded by

TITLE V-A Consolidated Grant


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4th QUARTER REPORT


Pogram No. 2: Reading and Math Reform Success for All (SFA) Program

October 2011

Program #2 – READING AND MATH REFORM Success for All (SFA) Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives

1. Provide training for school administrators, School Site Coordinators, faculty and staff for Reading, Power Teaching (Math), and Writing Wings (Language).

Establish Government of Guam Contract with SFAF to include consultative services & materials School administrators & School Site Coordinators will attend the New Leaders Conference Administrators, SL School Site Coordinators, & Faculty will attend Curriculum Overview Administrators, School Site Coordinators, & faculty will attend Component Training Provide continuous training to faculty & staff

Contract signed with SFAF in July. SFA Project Director attended New Leaders Conference on July 18-22 in Baltimore, MD. 8 GDOE SFA Administrators and Site Coordinators attended New Leaders Conference from September 26-30 in Baltimore, MD. With the contract renewed this quarter, training needs are being assessed and planned by the SFAF Coaches. Scheduled visits have been communicated with each school from the SFAF Coaches. SFA Component Training provided September 26-30 at Maria Ulloa Elementary School from 8am to 2pm. SFAF representatives instructed on Power Teaching Math 3-5 grade (2 days with 29 participants), Power Teaching Math 1-2 grade (2 days with 25 participants), Kinder Corner (2 days with 13 participants), and Reading Wings 3 (2 days with 35 participants). A total of 78 Teacher Assistants were provided two day trainings on August 15-16 and August 17-18 on Interpersonal Communication and Personal Development. Representatives from each SFA school attended the Leading for Success Workshop provided on September 8-9 at the Student First Center from 8am to 2pm. Facilitator Workshop provided on September 14 at Tamuning Elementary School from 8am to 2pm.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 2. Using the baseline data

scores, the number of kindergarten students who place at or above the first grade level at the end of Kindergarten will increase by 5% each year.

Weekly School Site Solutions Team Meetings (Principal/School Site Coordinator) Assess students using the appropriate Success for All assessment for Kindergarten students. Implement the Kinder Corner & Kinder Roots program Assess students on a quarterly basis as prescribed in the program Conduct interventions on an as needed basis

Schools have identified their Solutions Team Members and training is scheduled in December with the SFAF representative. Schools use a Stepping Stones assessment for reading after every 4 units. At the end of the school year students are assessed using the Reading Roots assessment, which determines their placement in 1st grade Reading Roots and also determines if student is below, at, or above benchmark in SFA reading. The Kinder Corner program had been implemented and is ongoing at all schools. In addition, 13 participants were provided two day training on this component. SFAF Coaches also provide guidance to schools during their visits to ensure proper implementation. Assessments are ongoing and done on a quarterly basis to monitor student achievement and to measure progress of program. In addition, assessments are used to assist SFAF Coaches and school personnel to determine next steps in refining delivery of component. SFAF Coach’s visited H.S. Truman on September 20-21 and M.A. Sablan on September 22-23 to provide support through observation, discussion and clarifying roles pertaining to SFA program and components. As needed, Facilitators discuss challenges directly with other Facilitators or school personnel to share ideas on addressing challenges. Solution Teams are also available to provide recommendations/guidance in dealing with issues.


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scores, the number of students in grades 1-5 who are reading at or above their grade level will increase by 5% each year.

Implement tutorial program as prescribed by the program Gather & compile data for analysis Implement the Roots & Wings components for grades 1 – 5 Using Quarterly Assessment Summaries to track students' progress. Regroup students every cycle on an as needed basis Conduct interventions on an as needed basis

Tutoring program in currently in place at all schools, inclusive of before & after-school tutoring, which began as a pilot program on September 19. Schools provide Teacher Assistant Daily Logs reflecting students who were provided after school tutoring services. Schools will monitor students to measure success or areas of improvement for tutoring services. Data is collected quarterly and student grouping is based on their performance on these assessments. Analysis of data assists in determining student and program performance or if additional training is needed. Data also helps each school to determine measurable goals to improve for following school year. The Roots & Wings component is ongoing at all schools. Assessments are ongoing and done on a quarterly basis to monitor student achievement and to measure progress of student and program. In addition, assessments are used to assist SFAF Coaches and school personnel to determine next steps in refining delivery of component. Based on their assessment results, students are regrouped every cycle. SFAF Coach’s visited H.S. Truman on September 20-21 and M.A. Sablan on September 22-23 to provide support through observation, discussion and clarifying roles pertaining to SFA program and components. As needed, Facilitators discuss challenges directly with other Facilitators or school personnel to share ideas on addressing challenges. Solution Teams are also available to provide


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scores, the number of students in grades 1-5 who performed at or above their grade level in Math will increase by 5% each year.

Implement tutorial program as prescribed by the program Gather & compile data for analysis Identify & purchase standardized assessment for math to be used to determine grade level achievement. Implement the Power Teaching components for grades 1-5 Use Quarterly Assessment Summaries to track students' progress Conduct interventions on an as needed basis

recommendations/guidance in dealing with issues. Tutoring program in currently in place at all schools, inclusive of before & after-school tutoring, which began as a pilot program on September 19. Schools provide Teacher Assistant Daily Logs reflecting students who were provided after school tutoring services. Schools will monitor students to measure success or areas of improvement for tutoring services. Data is collected quarterly and student grouping is based on their performance on these assessments. Analysis of data assists in determining student and program performance or if additional training is needed. Data also helps each school to determine measurable goals to improve for following school year. ----- The Power Teaching component for grades 1-5 are ongoing at all schools. Assessments are ongoing and done on a quarterly basis to monitor student achievement and to measure progress of program. In addition, assessments are used to assist SFAF Coaches and school personnel to determine next steps in refining delivery of component. SFAF Coach’s visited H.S. Truman on September 20-21 and M.A. Sablan on September 22-23 to provide support through observation,


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scores, the number of students in grades 1-5 who performed at or above their grade level in Language will increase by 5% each year.

Implement tutorial program as prescribed by the program Identify assessment for Language to be used to determine grade level achievement. Implement the Power Teaching components for grades 1-5 Use Quarterly Assessment Summaries to track students' progress Conduct interventions on an as needed basis

discussion and clarifying roles pertaining to SFA program and components. As needed, Facilitators discuss challenges directly with other Facilitators or school personnel to share ideas on addressing challenges. Solution Teams are also available to provide recommendations/guidance in dealing with issues. Tutoring program in currently in place at all schools, inclusive of before & after-school tutoring, which began as a pilot program on September 19. Schools provide Teacher Assistant Daily Logs reflecting students who were provided after school tutoring services. Schools will monitor students to measure success or areas of improvement for tutoring services. ----- The Power Teaching component for grades 1-5 are ongoing at all schools. Assessments are ongoing and done on a quarterly basis to monitor student achievement and to measure progress of program. In addition, assessments are used to assist SFAF Coaches and school personnel to determine next steps in refining delivery of component. SFAF Coach’s visited H.S. Truman on September 20-21 and M.A. Sablan on September 22-23 to provide support through observation, discussion and clarifying roles pertaining to SFA program and components. As needed, Facilitators discuss challenges directly with


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 6. Maintain a Home-

School connection with parents and families to keep them informed of school activities and events related to the program.

Implement tutorial program as prescribed by the program Include SFA information in the monthly newsletter Include SFA information in student hand book &/or provide SFA Handbook for parents Coordinate a parent meeting to include the Point Coach for questions & answers, & report program progress. Maintain home-school connection through mid-quarter progress reports.

other Facilitators or school personnel to share ideas on addressing challenges. Solution Teams are also available to provide recommendations/guidance in dealing with issues. Tutoring program in currently in place at all schools, inclusive of before & after-school tutoring, which began as a pilot program on September 19. Schools provide Teacher Assistant Daily Logs reflecting students who were provided after school tutoring services. Schools will monitor students to measure success or areas of improvement for tutoring services. Schools provide a section in their newsletter for SFA. Schools have included information about the SFA program in their student handbooks. No meetings took place this quarter. Schools send home mid-quarter progress reports.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 7. Continue to improve

data collection and reporting system for SFA student assessments at school and district levels.

8. Implement an after-

school tutoring program for students in need of additional instruction in the areas

Provide schools with the necessary technology, training, & other resources needed to collect, analyze & report assessment data. Establish student data management system to collect & report district-wide reading performance which may include the use of the SFA member center. Identify the necessary data to be collected in terms of student performance & program implementation & set up schedule for regular collection & reporting of school data & district data. Develop process for rewarding compliance & sanctions for non-compliance of data reporting. After-school tutoring to be piloted; Teacher Assistants to work with students in need on as needed basis. Teacher Assistants may also

SFAF Coach visited M.A. Sablan on September 22-23 to analyze 4th Quarter data and provided technical assistance to school personnel in collecting and analyzing future school data. Facilitators are scheduled to meet with SFAF representatives in workshops to gain more knowledge in collecting, analyzing and reporting assessment data. ----- ----- ----- Tutoring program in currently in place at all schools, inclusive of before & after-school tutoring, which began as a pilot program on September 19.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives of Reading, Math, and Language Arts.

be tasked to provide program specific support to students who need extra help during summer programs.


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Success for All School Year 2010-11 Data:

% of Student Reading at Grade Level in the District

Percent of Students Reading at Grade Level by School and Assessment

Baseline 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Agana Heights 59.82 77.50 69.07 73.77 66.74 As Tumbo 37.47 47.51 48.19 51.57 51.11 CL Taitano 46.82 50.81 47.78 58.79 56.82 HS Truman 52.94 59.64 59.46 68.09 65.06 MA Ulloa 50.09 60.77 56.28 61.03 46.59 MA Sablan 52.83 64.33 58.43 60.86 57.58 Merizo 52.20 60.63 60.53 68.46 53.66 Ordot 43.28 72.03 73.11 75.60 75.60 Talofofo 40 67.23 54 55 51.40 Tamuning 39 47 50 63 41.20

As noted in the data tables above, though there were several schools which had more than 50% of their students reading on grade level, there does show a need to provide continuous support to the schools as the number of students continues to fluctuate. Though students may be on grade level during certain parts of the year, in order for those students to maintain the status as being on grade level, they must learn and master a certain number of skills to show sufficient progress.

010203040506070

Baseline 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

District


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4th QUARTER REPORT


Pogram No. 2: Reading and Math Reform Secondary School Reform Program

• Johns Hopkins Talent Development (Talent Development Middle and High School Program)

October 2011

Program #2 – READING AND MATH REFORM Secondary School Reform Program: Johns Hopkins Talent Development (Talent Development Middle and High School Program)

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. Implement the Johns

Hopkins Talent Development Program and ensure that 100% of all teachers receive the necessary training and support to effectively implement the program.

2. Ensure the programs possess the supplies, equipment, and other resources necessary to implement the program.

a. Procure professional consultative services for Johns Hopkins Talent Development Middle and High School

b. Develop and finalize training programs and scheduled for key personnel and teachers.

c. Monitor consultant performance, evaluate performance against contract scope of work and require quarterly reports

d. Attend program specific

trainings and conference necessary to ensure programs are implemented effectively.

a. Review recommended JHTD

books and other teacher and student materials.

1a. Aug. 4, 2011 PD training for the OMS Math teachers with the iSucceed Math Webinar Training. 1b. Johns Hopkins team continues to consult with the school administrators to ensure that the needed training is being planned and scheduled Awaiting approval for training in October, 2011. 1c. iSucceed Math Webinar Training occurred on Aug. 4, 2011 1d. Teleconference meetings with JHTD Consultants, C&I Personnel, OMS Team, SHS Team, and a DOE Board Member were held on Sept. 1 and Sept. 13, 2011 in the C & I conference room. 2a Review of instructional materials on all training dates: November 15-19, 2010. January 24-28, 2011. February 21-25, 2011. May 11-18, 2011. RELA Coaches received books and materials and completed inventory of items. Some books were disseminated to teachers to familiarize themselves with the materials. Instructional materials were distributed in August 2011


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3. Increase graduation rates, reduce drop-out rates, and improve student attendance and disciplinary infractions by 3% annually.

b. Procure other materials and equipment needed by schools to carry out JHTD.

a. Plan and prepare for the implementation of JHTD Program to ensure appropriate placement and adequate instructional time for students to accelerate through reading, language arts, math, science, and social sciences.

b. Training on program implementation, expectations, and steps to be provided to school faculty, personnel, and JHTD Coordinator in order to effectively plan and prepare for implementation.

c. Monitor and track student performance regularly in order to ensure graduation rates increase, drop-out rates are reduced, and student attendance is improved, and disciplinary infractions are reduced.

d. JHTD Coordinator to work with JHTD Program Consultants to

2b.Continued procurement of instructional materials, equipment, and supplies need for the continued implementation of the program. 3a. Planning for implementation of JHTDP at beginning of SY 2011-12 is ongoing. A plan for the implementation of the Savvy Reader’s Lab and the CATAMA Lab is in place. Awaiting the arrival of equipment. 3b. On-Site Training was conducted on the following dates: Aug. 4, 2011 iSucceed Math Webinar was held with Math teachers, Math Coach and Site Coordinator present. We are awaiting materials and equipment to implement program. 3c. Monitoring and tracking of student performance will commence at the onset of the program implementation. 3d. Ongoing


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4. Using the SY 2007-2008 SAT10 as a baseline, the number of students in grades 9 - 12 will increase to Level 3 proficient) by 5% annually in Reading, Language Arts, and Math.

5. Build cadre of trainers for the program levels and increase the skill level and program awareness of JHTD coordinators, teachers and school personnel/administrators.

6. The faculty member and administrator from SHS and OMS attend trainings and/or conference necessary so to ensure successful implementation as well as to be able to effectively explain

provide support to schools.

a. Evaluate student performance quarterly to track performance levels.

b. Conduct interventions as needed to help student meet expectations.

a. Develop JHTD project

expectation plans, curricula, benchmarks, and mechanism for data collection and student monitoring and tracking.

4a. Program implementation date is scheduled for August 2011 (SY11-12). Should begin collecting data and have preliminary data on student performance by end of 1st quarter of school year. 4a. Program implementation date is scheduled for August 2011 (SY11-12). Should begin collecting data and have preliminary data on student performance by end of 1st quarter of school year. 4b. Interventions will follow based on results of data collected at end of 1st quarter. On-Site Training was held on May 11-18, 2011. Next Training is scheduled for August 1, 2011. Training on the iSucceed Math Program took place on Aug. 4, 2011. On-Site Training was held on May 11-18, 2011. Next Training is scheduled for August 1, 2011. The iSucceed Math Program training took place on Aug. 4, 2011.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives the program implementation steps and the expectations of the various components of the JHTD model with at least 90% accuracy.

7. Increase the skill and knowledge level of administrators and faculty to ensure effective program implementation as well as provide faculty with leadership, scheduling, and teaming training.

b. Disseminate information and techniques gained to teachers and school personnel; ensure stakeholders are informed of implementation timelines, needs, and expectations through parent meetings.

c. Develop the academies; plan

for facilities changes (school layout and scheduling), academy locations, and finalize curricula.

a. Participation in training

sessions

b. Provide training for trainers, teachers, coordinators, and school personnel.

JHTD project expectations align with OMS School wide Action Plan. Quarterly breakdown of content and alignment with GDOE content standards are being worked on. School will conduct professional development sessions for their staff and faculty. Southern High School Freshman Academy is in place. Both OMS and SHS have scheduled training sessions with the consultants to ensure that all school personnel inclusive of administrators, teachers, and support staff are trained in the JHTD program elements. OMS hired a Site Coordinator, Math Coach, and Computer Lab Instructor effective Aug. 19, 2011. SHS hired a Site Coordinator effective Aug. 19, 2011


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8. Monitor implementation, provide support to school personnel and faculty as well as identify/enhance monitoring, tracking, data collection, and reporting system to ensure implementation.

c. Establish and implement plan to

utilize skills to aid teachers within schools and throughout the district schools.

a. Develop cadre of trainers to

provide training and support to school personnel and faculty.

b. Develop internal monitoring system to oversee and monitoring implementation and accountability.

c. Provide schools with the

necessary technology, training, and other resources needed to collect, analyze and report assessment data.

d. Set up schedule for regular collection and reporting of school data and district data.

e. Develop process for rewarding

compliance and sanctions for non-compliance of data reporting.

Implementation of plan is in place and a plan for future training is on-going. Currently, both schools have, in place, a cadre of staff who are being trained to maintain the program after the grant expiration. Internal Monitoring System is still being developed and will be implemented in November. Both schools have been submitting their requisitions for the electronic equipment needed for their programs. Technology training is scheduled for August 1, 2011. Training on the iSucceed Math Program took place on Aug. 4, 2011. Still awaiting materials and equipment. Schedule for regular collection and reporting of school data and district data and Reward Systems and Sanctions to be developed. Awaiting further training for analysis of data collection.


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9. Increase School Administrators’ skill in program knowledge, identification of problems through data review and observations and follow through with appropriate remedies.

10. Strengthen parent involvement

a. Provide training for

administrators regarding program implementation, knowledge and accountability practices.

b. Establish provisions for rewards and sanctions for school data reports and attendance in training.

c. Provide schools with the

necessary technology, training, and other resources necessary to adequately collect, analyze, and report student data.

a. Include parent representatives in Leadership Team or Project Teams.

b. Provide JHTD awareness sessions during parent conferences and PTO meetings.

The 25 additional training sessions requested for this program under the contract extension to address these activities was scheduled for May and August 2011. Training of Administrators occurred during the listed professional development days (November 15-19, 2010. January 24-28, 2011. February 21-25, 2011. May 11-18, 2011) Awaiting arrival of materials and equipment. Parent representatives are part of the Leadership Team and Project Teams. JHTD awareness sessions occurred during the listed training dates (November 15-19, 2010. January 24-28, 2011. February 21-25, 2011. May 11-18, 2011). Training on the iSucceed Math Program occurred on Aug. 4, 2011.


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4th QUARTER REPORT


Program No.3: Improving Teacher Quality Teacher Retention Program

October 2011

Program #3 - IMPROVING TEACHER QUALITY Teacher Retention Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives Provide comprehensive mentoring to 100% of the GPSS beginning teachers within the three (3) years of their initial educator status

a) Hire mentors meeting Teacher Retention Program requirements

b) Identify beginning teachers (BTs) who require mentoring as an Initial Educator.

c) Match mentors and

beginning teachers, conduct pre-mentoring survey.

d) Mentors will meet with BTs at least once a week for observations and/or interactions.

e) Mentors will use

a) Five (5) mentors and one (1) Mentor Program Coordinator were hired in November, 2008 for year 1 of the Teacher Retention Program. The same employees were retained for SY 10-11 to continue their work of providing mentoring to beginning teachers.

b) The mentors met three (3) weeks prior to the opening of the school year to go over the list of teachers needing mentoring. There were 32 teachers with Initial Educator certificates identified to begin their year of mentorship, to add to those who still need one more semester.

Level New Mentees

Existing Mentees

Total Mentees 1st Sem. SY 11-12

High School 8 13 21 Middle School 5 8 13 Elementary School 7 13 20 Alt. Ed and Private Sch. 3 1 4 Total 23 35 58 (+ 2 consult.)

c) The new beginning teachers (BTs) were matched with their

mentors in August/September 2011. The mentors met with their mentees to assess their needs.

d) Mentors have met with their new mentees as well as re-

established contact with their existing ones to work on opening the school year and 1st quarter responsibilities.

e) Mentors observed and interacted with the mentees focusing on the


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Program #3 - IMPROVING TEACHER QUALITY Teacher Retention Program


Beginning Teacher Competencies chart to guide his/her work.

f) Mentors will complete

Observation-Interaction Logs (OILs) to document progress of mentoring.

g) Program Coordinator

will meet weekly with mentors as a group and individually to discuss progress and provide assistance as needed.

h) Conduct end of year

survey.

four (4) standards of the Beginning Teacher Competencies: Planning, Management, Instruction, and Professional Development.

f) All observations are documented on Week At A Glance (WAAG)

Summaries and Observation-Interaction Logs (OILs).

g) Coordinator meets with the mentors weekly. Refresher training regarding mentoring practices, opening school issues, and mentor responsibilities were themes of the meetings.

h) End of year survey results to be included in End of Year report.


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CFDA 84.403


4th QUARTER REPORT


Program No.4: Expanded Learning Opportunities

Parent-Family-Community Outreach Program Department of Education Extended Day (DEED) Program Summer School Program Eskuelan Pueñgi (EP / Night School) Program Safe and Drug Free Schools


English as a Second Language (ESL) Program

October 2011


CFDA 84.403


4th QUARTER REPORT



Parent-Family-Community Outreach Program

October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES Parent-Family-Community Outreach Program


1. To promote educational success by providing social services to students and their families at a 5% increase annually.

a. Conduct home visits or network with community resources needed by students;

Currently, there are nine (9) Parent-Family-Community Outreach Program (PFCOP) Teams providing service to the 41 Public Schools, within the Guam Department of Education (GDOE). An overall total of 28,192 students of various ethnicities (7,838 Freely Associated States of Micronesia (FAS) and 20,354 Non-FAS) students attend the school district. One thousand ninety-six referrals (1,096) were entertained (821 students and 251 household members), with 590 home visits conducted. The 821 students assisted this quarter consisted of 409 FAS students and 412 were of other ethnic categories. See Table 1.

DESCRIPTION TOTAL Home Visits 590 FAS Student Enrollment 7,838 Non-FAS Enrollment 20,354 Number of Referrals 1,096 Number of Students Served ( 409 FAS + 412 Other Ethnicities)

821

Number of Other Household Members Served (79 FAS + 172 Other Ethnicities)

251

Table 1 Of the 1,096 entertained, 78 dealt with attendance, 54 for behavioral, 1 Interpreter/Translator (I/T), 251 medical, 67 registration, 72 parent conferences, and 573 support services. Support services include the counseling, uniform assistance, free or reduced meal applications, and other related services. Referrals described in Table 2


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b. Recruit interpreters for limited English proficient students or translators to develop or translate program materials in the various FAS languages, and other languages of the students serviced through this project application.

reflect all referrals (students and other household members served).

TYPES OF REFERRALS TOTAL Attendance 78 Behavioral 54 Interpreter/Translator 1 Medical 251 Registration 67 School-Parent Conferences 72 Support Services 573

GRAND TOTAL: 1,096 Table 2

One (1) request for student Interpreter/Translator (I/T) services was requested this reporting period. Table 3 below summarizes the percentages of quarterly increases or decreases between FY2009-10 and FY 2010-11. The total number of social services provided to students and their families for SY09-10 and FY10-11 indicate an increase in all areas: attendance (13%); behavior (22%); I/T ((112); medical (28%); parent conference ((27%) and support services (151%), except in the area of registration. This area showed a decrease of 27%.


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SY09-10 SY10-11 % Increase TOTALS TOTALS Decrease

ATTENDANCE 373 422 13% BEHAVIOR 261 318 22% INTER/TRANS 8 17 112% MEDICAL 513 659 28% REGISTRATION 201 147 -27% PARENT CONF 416 528 27% SUPPORT SERVICES

2,379 5,974 151%

Table 3 – Percentage of Increases/Decreases The total number of students served for the FY0910 and FY10-11 are compared in Table 4 below. There is a definite increase in the services provided to FAS students (40%) and NON-FAS students (156%) served for this timeframe. FY09-10-11 FY10-11 % Inc/Dec Totals Totals

FAS 1,694 2,378 40% NON-FAS 1,429 3,656 156%

Table 4 – Number of Students Served


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2. To promote more parental involvement in their children’s education; develop parent, family, and community outreach; and increase participation in education awareness programs at 2% annually.

a. Form school-family teams that will conduct outreach and education awareness activities for all at risk students;

Although, there was a increase in the Non-FAS (57%) household members served, there was a definite decrease in the FAS (-27%) household members served during this period. See Table 5 below. FY00-10 FY10-11 % Inc/Dec Totals Totals

FAS 453 329 -27% NON-FAS 299 470 57%

Table 5 - Other Household Members Served

Four (4) student involvement activities were conducted at various schools this quarter: Agueda I. Johnston Middle (AIJMS) and Vicente S.A. Benavente Middle (VSABMS). Topics included general program information, coordinating a uniform drive, and a “Bowl for the Kids Sake” bowling activity in collaboration with Big Brothers Big Sisters mentoring program. A total of 356 students participated in these activities. Eighteen (18) parent involvement activities were held this quarter: The teams from Jose Rios Middle School (JLGRMS), AIJMS and VSABMS presented program information at seven (7) parent/student orientations held at their respective schools and/or schools that they service during this quarter.


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b. Provide staff development in multicultural understanding for all school personnel;

c. Recruit interpreters for limited English proficient parents or translators to develop or translate program materials in the various FAS languages and other languages of the parents served through this project application.

The teams from Lyndon B. Johnson Elementary School (LBJES), VSABMS and L.P. Untalan Middle School (LPUMS) distributed information during five (5) open house nights at their schools. All teams along with the Parent Information Resource Center (PIRC) assisted with four (4) parent information workshops held this quarter. These workshops were held at the Pagachao Community Center, Barrigada Community Center, Yona Community Center and Lagu Resoure Center. Finally, PFCOP teams assisted at two (2) anti-bullying workshops held at Tamuning Elementary School on September 20th and at John F. Kennedy High School (JFKHS) on September 28th. None conducted this quarter. One (1) request for interpreting service was requested this quarter


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d. Provide staff development training

for all school staff and faculty in any program that supports student academic and social achievement.

The AIJMS social worker assisted with five (5) staff developments this quarter. Topics included Bully Prevention, Positive Behavior Interventions and Supports, and PFCOP program information. The Upi Elementary School (UES) Team presented program information at five (5) teacher orientations on August 19th. In addition, the UES social worker spoke about “The Importance of the Teacher/Student Relationship: at the UES staff development on September 19th. The JLRMS team also presented program information at a teacher orientation on August 19th. The Southern High School (SHS) social worker presented program information at the HAYA Families and Schools Together (FAST) workshop held on September 16th. PFCOP team members also assisted with setting up a display table. Professional Development/Special Projects: June 30 – July 2, 2011 – The AIJMS social worker attended the 5th Annual Girl's Bullying Prevention & Other Forms of Aggressive Behaviors Conference held in Las Vegas, Nevada.


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July 20, 2011 – Nine (9) PFCOP team members attended the OLWEUS bullying prevention program presented by the OLWEUS trainers and the Judiciary of Guam. July 27, 2011 – PFCOP team members were given information to assist with the submission of requisitions, and other program information. August – September, 2011 – Social workers from AIJMS and Capt. H.B. Price Elementary School (CHBPES) provided orientations to new community program aides hired this quarter. August 25, 2011 – One (1) PFCOP team member attended the Positive Behavior Intervention & Supports: Spring Training held at the Westin Resort in Tumon. September 1, 2011 – Twenty-three (23) PFCOP team members attended a presentation by Guam Legal Services in regards to their new on-line legal document services. September 6 – 9, 2011 – Six (6) PFCOP team members attended the 19th Annual Oklahoma Conference on Child Abuse and Neglect & Healthy Families held at the Embassy Suites Hotel in Norman, Oklahoma. September 12 – 13, 2011 – Two (2) PFCOP team members attended the Applied Suicide Intervention Skills Training (ASIST) held at the Outrigger Hotel in


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Tumon. September 17, 2011 – Six (6) PFCOP team members assisted parents with registration at the “Bullying Affects Students Teachers and All” conference held at the Outrigger Hotel, Tumon. September 21, 22 and 28, 2011 – Several PFCOP team members assisted parents with registration during the three “Bullying: Mungga Makasse (Don’t Tease)” conferences held at the Southern High School, UOG lecture hall and JFK media center respectively. September 28, 2011 – fourteen (14) PFCOP team members attended the “Safe Talk” suicide awareness training, held at the Dept. of Administration Training Room. Community Resources utilized this quarter include but not limited to: Government Agencies: Department of Law: Attorney General’s Office, Victims Advocate Reaching Out (VARO), Superior Court of Guam: Family Services, Juvenile Probation Division; Department of Mental Health & Substance Abuse(DMH&SA): Child/Adolescent Services, Intake Services, Project I Famagu’on-ta (Our Children),


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Prevention Education Advisory Community Empowerment (PEACE) and the Healing Heart Crisis Center; Department of Public Health & Social Services (DPHSS): Child Protective Services (CPS), Communicable Disease Control (CDC), Food Stamp Program, Immunization Clinic, Maternal Child Health Program (MCHP), Medical Social Services, Women, Infant, & Children Program (WIC); Department of Labor (DOL), Department of Vocation Rehabilitation (DVR); Department of Youth Affairs (DYA): Administrators, Lagu (Northern) and Central Resource Centers; Guam Community College (GCC): Adult High School Program; Department Of Education: Special Education Program (SPED): Consulting Resource Teacher, Emotionally Disabled Program, Student Support Services Division (SSSD) – Project Menhalom (Of Wise Principled Character), School Attendance Officers, School Guidance Counselors, School Health Counselors, Mayors Council of Guam – Agana Heights, Barrigada, Dededo, Mangilao, Mongmong Toto Maite, Tamuning Mayoral Offices. Non-profit organizations: Big Brother Big Sister Program (BBBS); Catholic Social Services (CSS) and Salvation Army: Homelessness Prevention and Rapid Rehousing Program (HPRRP); GPIRC; Island Girl Power; Guam Identifies Families Strengths (G.I.F.T.S); Micronesian Youth Center and


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Sanctuary, Incorporated. Private entities: Ginos.


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CFDA 84.403


4th QUARTER REPORT


Program No.4: Expanded Learning Opportunities Department of Education Extended Day (DEED) Program

October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program


1. A maximum of 20 % of the total school population will be served by the Department of Education Extended Day Program (DEED).

1. All participating schools will receive the Guam Department of Education Extended Day Program guidelines to use as a guide in providing educational enrichment activities.

1. DEED Guidelines & Procedures and DEED Standard Operating Procedures (SOP) for SY 2010-2011 were updated and approved by the Superintendent on July 26, 2011. DEED Guidelines, SOP, and updated registration forms were disseminated to all participating elementary schools on July 26, 2011.

A meeting was held on July 27, 2011 with all elementary school principals to review the updated Guidelines and SOP. Orientation for DEED coordinators was held on August 11, 2011. DEED registration began on August 9, 2011. Preparation day for teachers and coordinators was held on August 26, 201; DEED classes commenced on August 29, 2011 for 25 of 26 elementary schools. Parents and stakeholders were informed of expectations and guidelines of the DEED program. 100% (26) of GDOE elementary schools offer the DEED program. Astumbo Elementary School revived the program and began DEED classes on Sept. 12, 2011. Deed overview was presented to the Guam Board of Education regarding the goals & activities of program on July 7, 2011.


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2. All participating schools will

provide a comprehensive enrichment report in Reading, Math and Language Arts.

2. Schools will be required to

submit quarterly reports to contain the following information: number of students served, per pupil ratio, waiting list, program fees collected and other pertinent information.

News releases containing DEED program information was disseminated to all media, and posted on the GDOE website on July 29 and August 19, 2011. The Guam Pacific Daily News published three stories and Pacific News Center TV aired one story on the DEED program. An overview of the DEED program and DEED eligibility requirements were provided. Announcements via newspaper community bulletin boards were disseminated informing parents and families about DEED registration and parent orientation.

2. All schools submitted a final quarterly report for FY

2010. Data from the reports were compiled to include activities and lessons covered during 4th Quarter such as surveys, staffing pattern, time distribution calendar, fixed assets, supplies and materials, personnel and equipment certification, and pre- and post-tests results.


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3. 100% of participating schools will be involved in participating in quarterly on-site visits; conducting parents, teachers and student surveys.

3. The designated Federal Programs site monitor will visit school sites. Schools will distribute and tabulate surveys to parents, teachers, and students with at least a 50% return rate.

3. A meeting with all elementary school principals was held on July 27, and with DEED coordinators on August 11, 2011. Consultations and assistance was provided to individual coordinators and schools via e-mail and telephone. School site visits have been rescheduled for October due to the late start of the DEED program.

All schools will be responsible for completing the end of the year Field Questionnaire and site visit forms. Results of site visit surveys will be submitted to Federal Programs Division to be included in upcoming reports.


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program School/Division: Educational Support and Community Learning Program: Department of Education Extended Day Program (DEED) Person who prepared this report: Tony C. Diaz, Program Coordinator IV Acting Deputy Superintendent, ESCL Program Manager: Yolanda Gabriel_(Note: cover page with signature attached) (Print Name) (Signature) I. Progress Report Twenty-six (26) elementary schools participated in the Department of Education Extended Day (DEED) Program during the 4th quarter, spanning from July-September, 2011. It was the first time in four quarters that 100% of the elementary schools offered DEED. After sitting out last school year because of an insufficient number of students registering for the program, Astumbo Elementary revived its DEED program with 10 students enrolling in August, 2011. The 4th quarter produced the largest DEED enrollment during FY 2010 with 1,089 students. The DEED program has been designed to provide a quality after-school program that supplements the school’s regular educational program in Language Arts, Reading and Math to children in kindergarten to fifth grade. The program is administered by the Acting Deputy Superintendent, Educational Support and Community Learning (ESCL) who serves as the Program Manager. A Program Coordinator IV assists the Program Manager and schools and Principals serve as Project Directors. DEED has incorporated strategies to more effectively reach out to the community and build better awareness, education and understanding of the long-running supplemental afterschool program. News releases were released during the summer break to local media sources and were posted on the GDOE website. The DEED Program Coordinator IV was interviewed by reporters three times in August; Pacific Daily News published two stories and two photos providing basic overviews of the program, including information on eligibility and registration. Pacific News Center TV conducted interviews and aired a story in August. The ESCL office prepared a guest column for the Pacific Daily News’ Opinion Page on August 17, 2011.


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program Table 1 DEED ENROLLMENT DEED 4th Quarter (July 01, 2011 – September 30, 2011) Student Enrollment

During the 4th Quarter, DEED teachers provided supplemental instruction in Reading, Language Arts and Math through the following activities:

• Assistance with homework is a key component of the DEED program. Schools continued to incorporate a homework block whereby students receive help and/or are given time to work on assignments given by their regular school day teachers. Students without homework assignments were provided educational activities that enhanced basic skills in Reading, Language Arts and Math.

• The enrichment block engaged students in various activities incorporating Reading, Language Arts and Math skills. These

skills were identified based on pre-test results.


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• Unit theme and season learning activities for the months of August and September included lessons about the United States and remembrance of the 9-11 attacks. At Adacao Elementary for instance, primary students created red, white and blue hearts in memory of young children who perished during the September 11, 2001 terrorist attacks. Additionally, at Chief Brodie Elementary School, students learned about the different parts of the U.S. flag in relation to the observance of the 10 year anniversary for the 9-11 attacks.

• Positive behavior, school pride and respect are values that are regularly reinforced in DEED. In September, Finegayan

Elementary DEED teachers infused character development into their lessons. Themes such as “Totally Terrific Me” and “What Do I Do Best?” were integrated into various learning activities to help students develop a positive self image and respect differences. Additional themes included Bullying as well as the Importance of Good Hygiene. Liguan Elementary also makes character development an integral part of its DEED day. Kindergarten and first graders learned the importance of helping others during the September theme assignments, “All About Me” and “Community Helpers”, which were aligned with the lessons on respect. The school devotes each month to lessons, activities and discussions focused on a specific part of character-building such as the following: September (Respect), October (Trustworthiness), November (Caring), and December (Citizenship).

• D.L. Perez Elementary DEED teachers developed creative lessons and dynamic instructional presentations to motivate

students’ interest in reading and their desire to learn more. Teachers utilized various concrete objects that enabled students to visualize concepts being taught. Because DEED classes often have a combination of grade levels in one class, teachers often have older students assist younger students in learning. This builds the older students’ sense of responsibility and self worth and nurtures a sense of care and belonging in the younger students.

• In addition to focusing on the core subjects, teachers at Juan M. Guerrero Elementary in Dededo helped students expand

their knowledge of the greater world population. Students learned about a different country or place each month, beginning in September when they learned about Italy. Students were engaged in mathematical learning using charts, graphs and fractions while learning about the different types if food from Italy.


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SCHOOL-COMMUNITY OUTREACH DEED exists as part of a greater community, involving a wide spectrum of stakeholders. The afterschool program is fortunate to have many generous partners from different parts of our community; parents and families, partners from our educational institutions such as the University of Guam and Guam Community College, groups and individuals from the government, business, military and private sectors. This school-community connection continues to provide opportunities for students to experience learning beyond the classroom and for individuals and groups in the community to assist in educating our children. Such partnerships and assistance occurred in these ways: • Members of the Lion Club teamed with students and teachers of Adacao Elementary School to plant a tree together in front

of the school in September. • Since Reading is one of the key subjects DEED focuses on, Students attended Merizo Library twice a week to take

advantage of personal reading time, reading out loud activities, research, check-out of books, and handicraft activities. Merizo Elementary also added additional time in the school library for its DEED students.

PARENTAL PARTICIPATION/SUPPORT DEED encourages active participation from parents and strives to keep the lines of communication and interaction positive and open with all families, parents and guardians. Schools conducted parent orientation sessions and distributed handbooks or fliers with basic information about the program as the new DEED year began in August. The following are examples of how schools work with parents and how parents support the schools:


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• Inarajan Elementary School provided parents with a DEED newsletter sharing what students learned, photos of the

different activities, notification of upcoming events, healthy snack recipes and a message from the DEED coordinator. The school also posted information about the DEED program in its monthly school newsletter and on its website.

• Since field trips are not funded in the DEED budget, parents donated funds throughout many of the schools to help children

go on educational field trips which expanded their learning activities beyond the confines of the classroom.

• Parents also volunteered their time helping in the classroom in different ways, from assisting teachers with supervision to providing donated materials.

• DEED also stressed to parents that although homework assistance is rendered in the program, homework completion is not

automatic and that parents must still play an active role in monitoring and assisting their children in that area.

DEED Program Survey Results: Because input from all stakeholders is vital to the success of any effort to educate children, all participating schools are required to conduct surveys of their DEED students, parents and teachers every quarter. Table 2, Table 3 and Table 4 provide snapshots that gauge student, parent and teacher satisfaction of the program. Overall, the program garnered positive feedback, though there is much room for improvement. Parents expressed strong appreciation for the program, and had good feedback about the teachers, academic instruction, activities and homework assistance provided by DEED.


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program The vast majority of students were enthusiastic about the DEED program. DEED students particularly enjoyed activities that allowed them to go beyond the confinements of the classroom. Teachers were positive for the most part, agreeing for example, that program expectations are clearly articulated and that is a general atmosphere of consensus among teachers. Teacher however, did stress the need for sufficient supplies while some acknowledged an improvement in that area. The surveys allowed room for participants to make comments and suggestions. One fourth grader from Maria Ulloa Elementary had an innovative idea that would benefit and educate the DEED as well as overall school community: “Have a school museum to know the history of Maria Ulloa Elementary,” wrote the youngster. Table 2: Student Survey Results


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program Table 3: Teacher Survey Results

Table 4: Parent Survey Results


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program II. Supporting Data (Attach charts or graphs that support the progress, activities and objectives of your program.) Table 5: SAT10 Results The following data are based on the most recent SAT testing within the school system. The data illustrates the SAT10 performance standards results for Reading, Language Arts, and Math for the GDOE student population and students participating in the DEED Program by grade levels over the last three years with SY 07 – 08 as baseline year. Table 5 below shows the comparative SAT10 proficient and advanced scores between the total GDOE student population and students participating in the DEED Program. Table 6 also shows that in SY 09-10, 74% of 1st grade DEED students performed at the Proficient and Advanced levels in Reading as compared to 56% of DOE student population. Table 5 shows a decrease of 14% in Reading and an increase of 13% in Language of 2nd grade DEED students. Table 5 also shows a decrease of 13% in Reading of 5th grade DEED students. Results need to be analyzed to determine non-mastery of specific skills in Reading. Overall, DEED participating schools have shown progress in SAT 10 Proficient and Advanced levels as compared to total DOE student population. Table 5

SAT10 Distribution of DEED & Total DOE Students in Proficient/Advanced Levels

Grade Levels Reading Language Math SY 07-08

SY 08-09

SY 09-10

SY 07-08

SY 08-09

SY 09-10

SY 07-08

SY 08-09

SY 09-10

Grade 1 DEED Prof./Adv. 80% 71% 74% 18% 19% 44% 37% 44% 43%

Grade 1 DOE Prof./Adv 59% 52% 56% 9% 8% 27% 26% 25% 28% Grade 2 DEED Prof./Adv. 36% 35% 21% 8% 6% 19% 29% 23% 27%


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SAT10 Distribution of DEED & Total DOE Students in Proficient/Advanced Levels

Grade Levels Reading Language Math

Grade 2 DOE Prof./Adv 20% 19% 13% 3% 3% 7% 13% 14% 13%


Grade3 DOE Prof./Adv 18% 17% 11% 11% 10% 11% 10% 10% 10%


Grade 4 DOE Prof./Adv 19% 17% 17% 16% 14% 11% 12% 12% 8%


Grade 5 DOE Prof./Adv 11% 10% 8% 13% 14% 10% 6% 5% 3% Table 6 The program also utilized an evaluation tool that was developed more than two years ago for DEED students in grades kindergarten through 5th. A pre- and post- test assessment is conducted each quarter by every school in the priority subject areas of Reading, Language Arts and Math. The tests were administered during the 4th quarter to determine progress, though it should be noted that the late start of School Year 2011-2012 and subsequent late start of DEED (August 29) left a very small time difference between the pre-test and post-tests, the latter which had to be complete by the time schools submitted their quarterly reports to the Program Manager by the September 28, 2011 deadline. Table 6 shows an increase of 7% across the board in Language Arts, Reading and Math from the pre-test administered in the beginning of the 4th quarter. Overall, in the first three quarters of DEED, participating schools have shown progress of grade level skills identified as priority skills for kindergarten through fifth grade.


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Program #4 – EXPANDED LEARNING OPPORTUNITIES Department of Education Extended Day (DEED) Program Table 6

III. Using the format below, provide program expenditures and justification. Category Amount Justification

Salaries $161,627.51 Teachers, Coordinators, 1-1 Aides

Benefits $68,158.32 Teachers and Coordinators Contractual Services -0- Supplies and Materials 14,401.58 Instructional & Administrative Equipment -0- Stipend -0- Capital Outlay -0-


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CFDA 84.403


4th QUARTER REPORT



Summer School Program

October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES Summer School Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. One hundred percent (100%)

of all eligible elementary level students should be provided the opportunity to remediate non-mastery of skills increasing competency and improving in the areas in the subject areas of reading, math and language arts with a score of 60% or better or like score equivalent for specific program utilized. Elementary School will be encouraged to focus on Math skill remediation

- Review of appropriate pre/post test results

- Review of SAT10 post test results and identify students who qualify for the program

- Review of cumulative folders

- Prepare and administer pre-test to students

- Organize and research appropriate instructional materials

- Identify and order instructional materials to be used and prepare for program implementation

- Enroll 20% of their regular school student population for summer program

- Hire teachers - Review post test results - Review of SAT-10

results - Administer pre/post test

results - Enrollment of students

- Busing services provided from June 6 to July 18, 2011 to all participating elementary schools listed below with the exception of Li’heng Famaguon Meal Services provided from June 6 to July 18, 2011 to all participating elementary schools listed below with the exception of Li’heng Famaguon

- Summer School Start date June 6, 2011, End date July 18,

2011 for all schools, Elementary, Middle and High - 26 elementary schools participated - Schools site visits were conducted at the - ELEMENTARY:

Adacao Inarajan Ordot Chalan PagoAs Tumbo J.M. Guerrero P.C. Lujan Agana Heights J.Q. San Miguel Price C.L. Taitano L.B. Johnson Talofofo Carbullido Liguan Tamuning Chief Brodie Maria Ulloa Upi D.L. Perez Machananao Wettengel Finegayan Marcial Sablan H.S. Truman Merizo/F.Q. Sanchez

- Elementary schools site visits were conducted at the

Agana Heights C.L. Taitano J.M. Guerrero Liguan Talafofo Inarajan


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2. One hundred percent (100%) of all eligible middle school students should be provided with opportunity to remediate non-mastery of skills increasing competency and improvement n the subject areas of reading, math and language arts with mastery score of 60% or better or like score equivalent for specific program utilized.

who scored 30th percentile or below on SAT-10 test

- Enroll students who scored D or lower

- Review of post test results- Review SAT10 results - Administer pre/post test

results - Enrollment of students

who score 30th percentile on SAT10 test

- Enroll students scored D or lower

- Schools will enroll 20% of their regular school student population for summer program

- Busing services provided from June 6 to July 18, 2011 to all participating middle schools listed below with the exception of Li’heng Famaguon Meal Services provided from June 6 to July 18, 2011 to all participating middle schools listed below with the exception of Li’heng Famaguon

- Summer School Start date June 6, 2011, End date July 18,2011 for all schools, Elementary, Middle and High

- 8 middle schools participated to include Li’heng Famaguon MIDDLE: Agueda Johnson Jose Rios Vicente Benavente Astumbo L.P. Untalan F.B. Leon Guerrero Inarajan Oceanview

- Middle school site visits were conducted at - L.P. Untalan - Vicente Benavente - Inarajan


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 3. One hundred percent (100%)

of all eligible high school students will be provided opportunity to remediate a minimum of ½ failed and a maximum of 2 credits earning a passing grade of D or 60% or better in order to be on track to graduate in a timely manner or to graduate in July. a. Graduating seniors

priority b. Eligible graduating

juniors c. Eligible on-track seniors d. Eligible 9th, 10th, and 11th graders

Review of Marks Analysis Reports to determine course offering - Enroll students who have

failed 2 or more courses - Enroll priority students

target groups - Organize and research

appropriate strategies, techniques and curriculum to provide incentive to complete credits to stay in school or graduate

- Busing services provided from June 6 to July 18, 2011 to all participating high schools listed below with the exception of Li’heng Famaguon Meal Services provided from June 6 to July 18, 2011 to all participating high schools listed below with the exception of Li’heng Famaguon

- Summer School Start date June 6, 2011, End date July 18, 2011 for all schools, Elementary, Middle and High

- 5 high schools participated sites to include Li’heng Famaguon

- High school site visits were conducted at - Okkodo - George Washington

HIGH: George Washington-absorbed seniors from Southern High Okkodo Simon Sanchez-absorbed seniors from John F. Kennedy Li’heng Famaguon-Middle/High Schools students incarcerated under the Department of Youth Affairs A combined total of 106 seniors graduated because of the summer school program


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CFDA 84.403


4th QUARTER REPORT



Eskuelan Pueñgi (EP / Night School) Program

October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES Eskuelan Pueñgi (EP / Night School) Program


1. One hundred percent

(100%) of all five GDOE high schools will be allotted a percentage of the district Eskuelan Puengi Program funding to provide eligible students an opportunity to earn needed coursework to remain on track and/or graduate on time.

2. Students eligible for the

EP program will be identified and qualified teachers needed for the program are hired.

1.1 The total EP program budget

will be divided according to each high school’s student enrollment population.

1.2 Each respective high school will: • Hire personnel within their

budget allocation • Procure materials/supplies

and contractual needs

1.3 Teachers for EP Program will be recruited through job announcements and hired by principals.

2.1 Principals will identify eligible

students based on priority criteria: • 1st Priority: Seniors

graduating in June 2012 • 2nd Priority: Seniors

graduating in Summer 2012 • 3rd Priority: Seniors who

need to get back on track • 4th Priority: Juniors

graduating in June 2012 • Others may enroll pending

• The Eskuelan Puengi Program operates during the Spring

Semester of each school year. Program activities, such as the hiring of faculty, will begin in January 2012.

• Student recommendations are reviewed and selected prior to the start of the Eskuelan Puengi Program based on the priority criteria.


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3. One hundred percent (100%) of eligible high school seniors will be expected to remediate failed credits earning a minimum of ½ credit and a maximum of 1 credit with a mastery score of 60% or better in order to remain on tract or graduate by June or Summer 2011.


(100%) of eligible high school juniors will be expected to complete a minimum of a ½ credit or 1 credit with a score of 60% or better for each course taken in order to graduate by June in Summer 2011.


(100%) of prospective juniors will be expected to remediate failed credits

space availability Students must complete all required coursework criteria. Students must comply with all discipline and attendance requirements for each course taken. Students must complete with all required coursework criteria. Students must comply with all discipline and attendance requirements for each course taken. Students must complete with all required coursework criteria. Students must comply with all discipline and attendance


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earning a minimum of ½ credits and a maximum of 1 credit with a mastery score of 60% core or better in order to remain on track to graduate on time.


(100%) of all eligible 9th, 10th, and 11th grade high school students will complete all requirements to earn a minimum of ½ or 1 credit with a passing grade of a D or 60% or better in order to remain on track to graduate on time.


(100%) of eligible 9th and 10th grade students will be expected to remediate failed credits and a maximum of 1 credit with a mastery score of 60% or better in order to remain on track to graduate on time. Priority Student

requirements for each course taken. Students must complete with all required coursework criteria. Students must comply with all discipline and attendance requirements for each course taken. Students must complete with all required coursework criteria. Students must comply with all discipline and attendance requirements for each course taken.


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Enrollment: • Seniors graduating in

June 2012 • Seniors graduating in

Summer 2012

8. Continued mentoring of daily data collection and evaluation report format shall be designed and developed to monitor compliance and effectiveness of the district wide Eskuelan Puengi Program.

Students must complete with all required coursework criteria. Students must comply with all discipline and attendance requirements for each course taken.


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4th QUARTER REPORT


Program No.4: Expanded Learning Opportunities Safe and Drug Free Schools


October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES Safe and Drug Free Schools – School Resource Officer Program


Project A: 1. In partnership with the

Judiciary, GDOE will identify, develop, and implement a research-based bully prevention program in the elementary, middle, and high schools in order to decrease violent behaviors in the schools by 10% and recidivism of discipline referrals at GDOE by 2% annually.

1. Implement a research and

evidence-based bullying prevention / anti-bullying program that address bullying prevention and facilitates safe and drug free schools initiatives of GDOE.

ANTI-BULLYING 1. The implementation of a research and evidence based bullying

program did not initiate during this reporting period, however, there has been preliminary meetings with different stakeholders to coordinate training and implementation of the Olweus Bully Prevention Program. Letters signed by Chief Justice F. Philip Carbullido, Governor Eddie Calvo, Speaker Judith Won Pat, and GDOE Superintendent Dr. Nerissa Bretania Underwood were sent to island leaders and stakeholders of bullying prevention efforts inviting them to become members of the newly formed Bullying Prevention Advisory Group and to attend the first organizational meeting which took place on Monday, July 18, 2011 at 1:00 p.m. in the Justice Monessa G. Lujan Appellate Courtroom, Guam Judicial Center. Members invited include the Judiciary, GDOE, Office of the Governor, Guam Legislature, Guam Education Policy Board, Office of the Attorney General, District Court of Guam, United States Attorney General’s Office, Office of the First Lady, Department of Youth Affairs, Department of Mental Health and Substance Abuse Prevention Unit, Guam Police Department, Department of Public Health and Social Services, Guam National Guard Counter Drug Task Force, Guam Anti-Bullying Organization, Inafa Maolek, Island Girl Power, Girl Scouts, Boy Scouts, I Famaguon-ta, numerous private schools, and other youth service providers and juvenile justice professionals. Subsequent meetings have been conducted throughout the reporting period to prepare for the three day island-wide bullying prevention conference


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The Bullying Prevention (BP) Project Team held meetings on July 8, 15, 29; August 12, and 24; September 2 and 9, 2011. The composition of the Team is inclusive of court staff and distinguished Guam Department of Education representatives, the majority of which attended the aforementioned Olweus trainings in the U.S. maninland and are therefore Olweus certified. The Team includes GDOE staff Christopher Anderson, Sonia Pablo (now Ross Schlosbon), Asherdee Rosete, Doris Bukikosa, Moryne-Nicole Monforte, Dexter Fullo, Eva Garcia, Ramona Nelson, and Trexia Dingcong; GDOE federal programs staff Ignacio Santos, Rachel Santos, and Shannon Bukikosa; Court staff includes Joleen Respicio, Danielle Rosete, Lisa Baza, Rene Balbin, Erica Unpingco, Rhea Taitano, and Hentrick Eveluck. The purpose of these meetings were to discuss program implementation plans, training schedules, network and coordinate amongst project team members including UOG Mungga Makasse program, UOG CEDDERS and Positive Behaviors Intervention Support (PBIS) trainers, Guam Anti-Bullying Organization (GABO) Cindy Hanson, and other community partners on how to best implement the Olweus BP principles in the school system here in Guam. Further communications were also made to several Olweus Technical Assistance Consultants via Skype as to what their thoughts were on how we can tailor Olweus to our specific needs as an island community. Shortly after the July 18th BPAG organizational meeting, the 3-day Conference Planning Committee was formed and met to organize, plan and conduct Guam’s First Bullying Conference now known as the B.A.S.T.A. (Bullying Affects Students, Teachers and All) Conference. The theme BASTA captures how bullying impacts the entire community therefore as stakeholders, we must all come


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together as a community and address it together to stop, prevent and intervene bullying on Guam. The conference planning committee is chaired by Justice Robert Torres of the Judiciary and co-chaired by Interim GDOE Superintendent Taling Taitano, First Lady Christine Calvo, and the Guam Legislature. Subcommittees include Media, Logistics, Education, Venue, and Registration. The planning committee is comprised of nearly 30 members. Committee meetings were held on August 23, September 6 and 26, and October 3 and will continue to meet weekly or more frequently leading up to the conference. The next meeting date is set for October 11, 2011. Meetings are held at the Supreme Court. The conference is scheduled for October 25-27, 2011 with general / plenary sessions and up to five (5) breakout sessions. Off island speakers are slated to present including former NBA star Terry Dozier, GONA speaker Dr. Iris Pretty-Paint, Safe School Ambassadors program creator and book author, Rick Phillips, and Attorney Charles Leitch. Day 1 of the conference is known as Youth Leadership Day and is being organized by our community partner – Department of Mental Health and Substance Abuse Prevention Unit and Youth 4 Youth non-profit organization. School personnel and other youth service providers will participate in Days 2 and 3. A “mocktail” reception is being organized on the evening of Day 1 as an adult networking party for BPAG members, off island speakers, and youth. 500 students are expected for Day 1, and 300 school and community members are expected on each of Days 2 and 3. 200 parents are invited to attend a 2-hour parent workshop featuring Terry Dozier and Atty. Charles Leitch to raise awareness on the bullying prevention and the laws that affect youth, parents and families.


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An Art Poster Contest took place beginning September 12, 2011. 600 poster entries were received by the September 26, 2011 deadline for four (4) categories: 1) kindergarten through 2nd grade, 2) 3rd through 4th grade, 3) 5th through 8th grade, and 4) 9th through 12th grade. A 1st, 2nd, and 3rd place winner has been selected from each category with one overall winner selected from the 4 1st place winners. All winning artists will be honored and awarded at the BASTA Youth Day Conference on Day 1 – October 25, 2011.

Twenty six (26) elementary public schools and four (4) private schools will receive Olweus BPP training this school year. Olweus training of BPCCs (or SCCs) is tentatively scheduled for December 12-15, 2011. Each school climate cadre (SCC) consisting of up to 15 members each will attend a 2-day training. Training for the middle and high schools, and the alternative school is underway and pending RFP processes to acquire a student-centered, research-validated and evidence-based bullying prevention program for implementation. The Judiciary received all the Olwues Bully Prevention materials ordered for all 26 public elementary schools on or about September 19, 2011. The materials are currently being inventoried and prepped for delivery to each school. Delivery date is tentatively scheduled for Tuesday, November 15, 2011.


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2. Develop a system to track 100% of all students in the GDOE school district who have violated school rules or the law.

3. In partnership with the Judiciary, GDOE will ensure the safety of GDOE staff by providing training on school safety techniques to the School Attendance Officers, Community Program Aides and School Aides.

2. Attend trainings relating to Anti-bullying programs that would address the challenges of violent behaviors in the GDOE school district and implement an Anti-bullying program in the GDOE. Develop a school reporting of discipline referral that is uniformed throughout the school district.

3. Trainings will be provided by local law enforcement agencies (such as the Guam Police Department and Attorney General’s Office, etc) to the School Attendance Officers, School-site Community Program Aides, and school aides

2. On July 1 and 2, 2011, Guam Olweus trainers attended the 5th Annual Girl Bullying Conference in Las Vegas, NV featuring numerous sessions on the topic of bullying, violence, school climate, and relational aggression with high caliber speakers including Barbara Coloroso, author of The Bully, The Bullied, and The Bystander and motivational speaker former NBA Charlotte Hornets basketball star, Terry Dozier. The Team intends to use acquired knowledge and skills to more effectively conduct trainings and presentations in our Guam school district. A Parent Awareness Workshop on Bullying Prevention was held on Saturday, September 17, 2011 at the Outrigger Resort. Judiciary, GDOE and UOG presented useful information and resources to approximately 225 parents, children, and support staff. To increase parental involvement, GDOE provided free school supplies for participants and GEMS (Gearing Education for Maximum Service) program students provided childcare services while parents attended the workshop.

3. Training was provided but did not include School Site Community

Program Aides. A bullying prevention program orientation/training for administrators, DPW bus drivers, SPED bus drivers, school aids, truant officers, and support staff took place on July 19 and 20, 2011 at the Hyatt Regency Guam. In total, there were 239 participants on Day 1, and 357 participants on Day 2. Presenters were primarily from Judiciary of Guam and GDOE. Mungga Makasse, based out of the University of Guam, also gave a presentation on their program. Rick Phillips, of Community Matters, also gave a presentation via SKYPE at the conference.


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4. In partnership with the Judiciary, GDOE will promote school safety among the GDOE students, presentations will be provided to GDOE students.

4. A minimum of two (2) presentations on school safety will be provided to all elementary, middle, and high school students during the school year.

4. Presentations concerning school safety were not provided during this reporting period.

SCHOOL RESOURCE OFFICER (SROs) On July 13, 2011, project manager Joleen Respicio met with Marshal of the Courts Edward Toves, Deputy Chief Marshal Joseph Leon Guerrero and former SRO (and retired Police Officer) Pete Naval. Mr. Naval shared his work experience and knowledge as the former SRO who ran the program alone prior to 2004. In subsequent weeks, the project manager in consultation with GDOE program manager and project director, together with Supreme Court staff attorney and BP project team member, Danielle Rosete, Lisa Baza, (IMFT and project team member) and assistant project manager Erica Unpingco met with probation and marshals division to develop the program under the probation division. On Tuesday, August 23, 2011, key Judiciary staff met with GDOE project director and SSSD Administrator Chris Anderson, Safety Compliance Officer Bruce Williams, and Federal Programs Division State Program Officer Rachel Santos to further discuss the mission, duties and responsibilities of the SROs. Judiciary staff included project manager, assistant project manager, Chief Probation Officer John Lizama, Marshal of the Courts, deputy marshal supervisor Tom Masga, deputy marshals Vince Naputi and Joey Terlaje. SSSD met with Principals at the August 19, 2011Principals Meeting and addressed the duties and responsibilities of the SRO. The draft document was reviewed by all in attendance. Everyone present was in agreement with the document. There were two suggested changes; (1) clarify searches of both adjudicated and non adjudicated youth and (2)


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conduct sobriety tests of students under the influence of alcohol. Updates on the preparation of the SROs and target data for placement in each of the five (5) high schools has been provided monthly at the Region Principals meetings. SSSD has formed a committee of high school administrators to prepare a one day orientation briefing for SROs. The orientation will take place immediately after the SROs complete the five day basic SRO course. On September 1, 2011, five (5) School Resource Officers (SROs) began their first day of work with the start of a 6-week intense, comprehensive, “boot camp” law enforcement training provided by the marshals training unit. GDOE will send School Attendance Officers and Community Program Aids to attend training segments relative to SROs and school safety. Judiciary and GDOE continue to implement the SRO program and are in the process of adapting the state of Virginia’s School Resource Officer Guide. Additionally, a media campaign to promote the SRO program is being designed and planned. The program is currently working with the National Association of School Resource Officers (NASRO), a non-profit organization based in Florida, for Judiciary and GDOE to host training courses in October / November. The 5 SROs, 11 School Attendance Officers, and 20 Community Program Aids will be trained in Basic SRO class tentatively scheduled for October 28, 31, November 1, 3, and 4, 2011. The Superintendent, Project Director, 40 school administrators from each GDOE school, federal programs division state program officer, Chief Probation Officer John Lizama (supervisor to the SROs), marshals division trainers, and other key Judiciary project staff will participate in SRO Supervisors / Management training tentatively scheduled for


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November 1, 3, and 4, 2011. University of Guam (UOG) is a potential training site.

Judiciary and GDOE are inviting NASRO trainers to arrive ahead of the SRO training classes to present on the SRO program at the BASTA Conference on October 26 and 27, 2011. Confirmation is pending. On September 13, 2011, GDOE management and Board members, Judiciary, GPD, Attorney General’s Office, the Governor’s Office participated in a roundtable discussion with the 31st Guam Legislature on school safety. The discussion took place at the Guam Legislature Public Hearing at 6:00p.m. and was hosted by Speaker Won Pat, Senators Adolpho Palacios and Tony Ada. SSSD and the Judiciary provided everyone present with an update on the SRO program. The feedback was positive but there were concerns registered about the SROs and their relationship to GPD in responding to school cases. Specifically, Senators wanted more answers in terms of what role the SRO would serve in gathering evidence. It was recommended that meetings be coordinated between the Judiciary, GDOE, GPD, and the AG’s office to further refine the program based on past experiences.


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Project B: 1. Increase the students’

knowledge of Guam’s juvenile laws.

2. Maintain and sustain PBR programs in the School District.

1. The PBR will be

expanded to the High Schools. The Judiciary will organize and conduct PBR training workshops by September 2011 to train teachers, counselors, school administrators, police officers, and other juvenile justice providers so that they can teach Play By The Rules to students in respective school classrooms and learning environments.

2. A total of one (1) GDOE

PBR certified individual will be provided travel, per diem, and lodging

PLAY BY THE RULES (PBR)

1. No activity was done during this reporting period. However, plans are in place to expand PBR to the high schools. ARRA stimulus funds were awarded to GDOE in collaboration with the Judiciary to supplement consolidated grant funding for the PBR expansion program including the three-year licensing fee to sustain the program. MOU outlining the duties of the Judiciary of Guam and the GDOE with respect to the Play By the Rules program was fully executed in June 2011; however the Notice to Proceed from GDOE and Purchase Order from Alvarez & Marsal, third party fiduciary, was not received until September 1, 2011. Joleen Respicio, Court SDFS Project Manager and PBR Guam Coordinator will organize and plan PBR Guam Project Team Meetings and PBR Training Workshops as well as all planned program activities upon approval from GDOE. The PBR Training Workshop for high schools, SROs, as well as selected middle school teachers who require new or refresher training, is tentatively scheduled for November 15, 2011. All other activities are pending official approvals and a new fully executed MOU between GDOE and the Court.

2. Program Manager and Project Director decided to cancel this

activity and re-budget the money to secure additional computers to support discipline data collection and analysis at the school level.


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accommodations to attend a PBR civic and law-related national conference and/or training institutes such as the ABA National Law Related Education Leadership Conference in 2011 in order to maintain and sustain the knowledge and skills in PBR.


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Project C: 1. Address challenging

issues that Guam’s youth face in today’s society, juvenile justice issues and concerns.

2. Enhance a better understanding of the juvenile justice system through the “Children At Risk: Juvenile Justice System” video.

1. The Judiciary will

organize and host in partnership with GDOE a youth-related juvenile justice conference.

2. Purchase necessary supplies and materials to make DVD copies of the Children At Risk video to distribute for use in all schools.

CHILDREN AT RISK (CAR) 1. The MOU outlining the duties of the Judiciary of Guam and the

GDOE with respect to the Children at Risk program was fully executed in June 2011; however the Notice to Proceed from GDOE and Purchase Order from Alvarez & Marsal, third party fiduciary, was not received until September 1, 2011. Decision by the Project Director/Program Manager and the Judiciary was made to combine the resources and efforts of the three days of the BASTA Bully Prevention Conference to host the annual Juvenile Justice Conference. Day 1 of the conference will be dedicated to youth (K-12). DYA and Sanctuary have been allotted 25 slots respectively for students incarcerated or in the Drug and Alcohol Program. The other two days will be for adults/community to participate and attend various break-out sessions focused around school safety.

2. Program Manager and Project Director agree to cancel this activity and use the resourced to help support the Juvenile Justice Conference which has been merged with the BASTA Bullying Prevention Conference.


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CFDA 84.403


4th QUARTER REPORT



English as a Second Language (ESL) Program

October 2011

Program #4 – EXPANDED LEARNING OPPORTUNITIES English as a Second Language (ESL) Program


1. During SY2010-2011, 100% of GDOE schools will identify, assess and place students in classes appropriate to their English language level of proficiency.

Identification: Schools will administer the Home Language Survey to determine if there is a language other than English spoken by the student by every student enrolling in the GDOE for the first time.

Students who indicate a language other than English on the HLS will be scheduled to take the Language Proficiency tests no later than three weeks after identification. Assessment: All students identified as English Language Learners shall be assessed for English language proficiency with the Language Assessment Scales (LAS) Links; the LAS Oral (LAS-O) and Language Assessment Scales Reading and Writing (LAS -R/W) scores are retained for 2 years, then will be removed from ESL student records.

Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site Implementation of LAS Links placement assessment books for K-1 and Grades 2-3 for SY2010-2011; working with McGraw representative on purchase of complete supply of District-wide LAS Links assessment materials. RPO for these materials is being processed and materials anticipated to be received for SY2011-12.


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All students who have been tested shall be scheduled for a post test within one year to 18 months of the last test. 3. All ESL students will be tested for language proficiency until they meet the criteria to exit the program. Placement Students who are found to qualify to receive ESL services (based on language proficiency test results) will be placed in appropriate ESL classes. All parents/guardians of students who qualify to receive ESL services will be notified,

Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site Coordinators continually conduct language proficiency assessment for incoming, transferees and follow-up students throughout the year. Difficulty in completing tasks are a result to the large population of ELLs needing assessment, and their teaching duties at the Elementary levels. Secondary ESL Coordinators also teach, however, have the management of the ESL Program as a primary duty. The large numbers of ELLs at a majority of secondary schools, present difficulty in completing all assessments. The ordering of a shorter version of the LAS Links will make this task lighter and more assessments completed earlier in the school year. The District has supported the issue by hiring and placement of Teacher Assistants in large schools to support the ESL Coordinator in duties, and provide instructional support to the ESL teacher All ELLs however, are placed accordingly, into programs to fit language needs. Modifications are made for these students until proper placements are made.


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in writing, of the available services and are given the option to receive or waive the services. Student information will be entered in the Potential English Proficiency (PEP) form and filed in the student’s folder. HLS forms, language proficiency test scores, PEP forms, parent notification and all other pertinent student data relative to identification, assessment and placement shall be filed in the student’s school record. At the elementary level: Students who score at Levels 1-are placed in a classroom with an ESL teacher to receive instruction in English language development using strategies that have been found to be effective in helping limited English speakers to acquire English language speaking skills (structured immersion).

Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site

Reading Reform Programs are encouraged to review and align with LAS Links placement levels; modifications are mandatory for all grade levels, K-12, where ESL/ELLs are listed Pull Out programs are generally implemented at the Elementary


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Students are also monitored in a Pull Out program to receive additional ESL instruction using research based strategies found to be effective in improving the English language skills of English language learners. Students who score a 4 or 5 in LAS Links are placed in the mainstream classroom under the “Consultation” program. Progress will be monitored by the ESL Coordinator on a quarterly basis. At the middle and high school levels: Likewise, students who score at Levels 1-3 in the LAS Links are placed in a Sheltered ESL classroom with an ESL teacher to receive instruction using strategies that have been found to be effective in helping

grades, and follow structured reading and language arts lessons; some elementary programs opt for inclusion-type programs where the ESL student is monitored within the regular classroom. Lesson modifications become a necessary part of a successful instructional plan, introduced and supported by the ESL Coordinator. Teachers are encouraged to participate in training that help them strengthen instruction, for ELLs. Continuous and on-going process Completed/updated for SY 2010-2011 & SY 2011-12 new and incoming students at each school site; modification in instructional lessons are mandated and copies filed in each ELL/ESL student’s cum file. COMPLETION of piloted Summer Newcomers Centers at 6 schools (JQSM, CBMES, FBLG, VBMS, UMS, OHS); participating students exhibited intense interest in the modified instruction from


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2. 100% of GDOE ESL teachers will provide high level language instruction designed to assist students to meet State academic content and student academic achievement standards as all children are expected to meet.

limited English speakers to acquire English language speaking skills and to achieve academic success in the classroom. Students who score at level 4 or 5 in LAS Links are placed in the mainstream classroom under the Consultation program. Progress will be monitored by the ESL coordinator on a quarterly basis. Teachers of English language learners (ELL) inclusive of mainstream teachers of ELL will use ESL strategies found to be effective in English language acquisition in their instructional plans. Provide the necessary accommodations and modifications that will help ELL to achieve academic and English language acquisition success.

ESL-certified teachers. Each center was supported by 2-3 Teacher Assistants. Approximately 70 English learners, K-12, participated in the program. The District maintains a compiled binder of the planning, formation, implementation and evaluation (based on teacher’s and student’s reflections) of the experience. Reading and Writing programs (Direct Instruction for 11 schools, and Success For All in 10 schools), and, an eclectic Reading and Writing curriculum in the Metgot Schools, provided the most appropriate placement and modified strategies for ESL students and all ELLs. Planned literacy Programs are pending for the middle and high schools. Implementation of the adapted District Reading and Language textbook for English learners; received for all Elementary ESL Programs SY2011-12. Adapted texts are pending receipt for secondary levels by end- October 2011-12.


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Provide instruction that is comprehensible to the ELL. Provide ELL with the same standards and performance indicators as all other students are given without altering the quality of content. ESL Coordinators will:

• Ensure that ESL teachers are complying with the program guidelines related to quality instruction.

• Provide ESL teachers and mainstream ESL teachers with the necessary assistance to ensure high quality instruction.

• Advocate for the instructional needs of ESL teachers through regular communication with school administrators and the district office. The district will:

• Ensure that each school year

Secondary ESL Programs provided the best possible programs, primarily through Sheltered and consultation type programs, with documented use of modifications for ELLs in student cumulative files for 1st and 3rd quarters; some coordinators request modification reports for every quarter at all levels. ESL teachers, who participated in ESL training, were also oriented to the use of SIOP model and effective strategies for English language development. FY2010-11- Completion of intense professional development for teachers, administrators and school aides; pending courses for FY2011-12 upon approval of grant; plans also underway for training utilizing incentive stipends in educational technology and Sheltered Instruction methodology (November-December 2011). ESL Coordinators are encouraged to plan for on-site training for all ESL personnel in strategies and modifications for ELLs. Completed training at school site is filed at the District Office. Completed, filed and continuously monitored at District ESL Office;


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the number of certified federally funded teachers increases by 5% until all ESL teachers are certified.

• Ensure that at least 10% of non certified federally funded teachers will be afforded the opportunity to take professional development courses toward certification each school year.

• Ensure that at least 25% of federally funded ESL aides will be afforded the opportunity to meet NCLB requirements for Paraprofessional qualifications in the ESL program each year.

• To provide 100% of schools with instructional resources and/or funding that will improve, enhance, and provide the high quality classroom.

• Provide accurate, updated, and appropriate information regarding federal and local

District ESL Program has created a database of all ESL teachers and other personnel who achieve certification in ESL and acquire background knowledge necessary to support learning experiences of ESL students. Proposed training for 2011-12 pending 2011 grant approval, to include, courses for teachers in second language methodology, English linguistics, and one course for support staff about education and the field of second language acquisition. Additional training in critical areas of the ESL field (i.e. Instructional strategies for ELLs) are offered by the District on a monthly basis; teachers avail of incentive stipends for their participation in afterschool or weekend workshop activity. Scheduled monthly meetings for ESL Coordinators thru June 2012. Scheduled meetings/training for ESL School Aides & Teacher Assistants to include: Roles & Responsibilities, Personality Styles, Teaching & Learning, LAS Links Assessment


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3. 100% of schools will monitor and evaluate student progress in each year in a regular and timely manner.

laws and mandates, instructional best practices, and current research findings regarding ESL. ESL Coordinators will:

• Will monitor the student’s LAS Links scores to determine appropriate instruction and modifications at each level of proficiency.

• Schedule to meet with regular and ESL teachers for at least 60 minutes a week to discuss students’ academic and language development progress.

• Ensure that 100% of ESL students in the regular classroom have a completed Semester Modification Report Form filed in their student folders each semester.

The ESL District Program utilizes the adjoining Students First Center conference room as the venue for training, with training support by administration and staff of the Curriculum & Instructional Improvement Division. Ongoing participation in webinars with topics in ELL matters are disseminated to ESL Coordinators/Teachers as received from State Program Officers, SPC-ESL and Administrators. The District Office serves as an information center for all ESL personnel and stakeholders in the ESL Program. Opening SY2011 - ESL Coordinators immediately begin identification, assessment and placement process of all new incoming ELs; monitoring of cumulative files of students needed 18-month reassessment for English proficiency levels, placement and exit procedures, as necessary. Implementation of LAS Links assessment, scoring and interpretation throughout the year; students are placed accordingly into programs, which benefit their specific needs, by ESL Coordinators. Ongoing and continuous process


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• Submit a School Program Action Plan each year on the designated date.

• Submit quarterly summary reports on the designated dates.

• Submit an End of the Year (EOY) Summary Report on the designated date.

• Review student folders on a regular basis to ensure that students records contain the following information and forms: Home Language Survey (HLS) Language Assessment Scale (LAS) test scores Re-test dates SAT-10 scores Program type Parent notification Parent waiver (if applicable) Other required data Follow up through meetings and other means all students

Monitoring of cumulative files for completeness; Semester Modification Reports are mandatory and collected during 1st and 3rd quarter of each school year. Submission of School Action Plans by all 40 schools to the District Office is complete/ filed in District ESL Office; Principals are encouraged to proceed with their plans, as has been practiced, and documented at school sites. School Action Plans will be reviewed for compliance at the District level by a designated review body. Upcoming 1st Quarter Report (QSR) due November 1, 2011. Review and Update currently in progress, by ESL Coordinators and ESL School Aides at school sites; update of files completed immediately.


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who have waived ESL services. Follow up the progress of all “exited” ESL students for two years after exiting the program. Ensure that ESL students have received the necessary modifications and accommodations that will help them to succeed in the classroom Ensure that teachers are utilizing more than one form of assessment to measure ESL student progress. The district will: Provide each ESL coordinator with the equipment and supplies necessary to accomplish monitoring tasks.

Continuous and ongoing by ESL Coordinators for SY2011. Each student cumulative file will show modifications made by subject area teachers; cum files are updated continuously by ESL personnel and support staff Elementary teachers in reform program utilize DI, SFA or Metgot-program assessments to measure progress of all K-5 students; ESL Coordinators will implement newly-acquired adapted textbooks for English learners, with prescribed assessments for learning content.


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Review and summarize school reports to ensure that schools are in compliance with program mandates and guidelines Conduct site visits to at least 50% of GDOE schools each year to monitor program compliance and implementation and to meet with ESL and school personnel Conduct monthly meetings with ESL coordinators to discuss ESL issues. Attend principal meetings to inform school administrators of

Secondary level teachers use authentic assessments based on adapted subject textbooks for English learners, with modifications as necessary. The District has provided for 30 laptops to support the work of ESL Coordinators.; addl. laptops (transferred DI property) will be distributed to remaining Coordinators. In addition, 21 color printers have been assigned to ESL Coordinators to assist with printing and copying of reports for submission to the District. In 2 weeks, remaining coordinators without printers, will receive this equipment to complete reports, instructional support, etc.; administrative, instructional and office supplies have been distributed to each school program to support activity and lessons in the classroom; ESL Coordinators currently tasked to order school supplies for Program needs, with assigned budgets. SPC-ESL and staff monitors reports to ensure compliance of all schools SPC-ESL and PCIV completed site visits end-Sept-mid-October 2011 to the following schools: Inarajan ES, MU Lujan ES, Marcial Sablan ES, Astumbo MS, Okkodu HS, Astumbo ES, JQSM ES; monitoring activities ensure that procedures as specified the ESL Procedural Manual, are adhered. Also, District personnel troubleshoot for potential issues or problems discussed with ESL


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ESL issues Will schedule an external evaluation of the ESL program every five years beginning SY09-10 Work with the ESL cadre to review the ESL procedural manual for any modifications necessary for program improvement ESL Coordinators:

• Shall review student files on a regular basis to ensure that all necessary documents are updated and filed accordingly;

• Shall review LAS test dates to ensure that students are assessed and/or re-assessed at appropriate intervals;

Coordinator and/or Administrators at the school sites. District personnel continue to schedule visits each quarter to ensure program compliance; State Program Officers also schedule site visit to monitor programs for compliance, as well. August 2011 completed; attendance sheets and agenda filed in District Office. Upcoming meeting October 2011. To be scheduled Plans for evaluation of the ESL Program has been a large challenge with numerous District responsibilities undertaken by the SPC. With the recent placement the ESL PCIV, a sharing of duties and responsibilities will allow for this initiative to be addressed; discussion with State Grant Officer, Federal Programs Division, will be scheduled to address this issue. ESL Cadre has met several times in summer 2011 to work on changes; revised projected date to complete editing and request changes was summer 2011, however, still pending completion of all revisions; continued efforts to complete revisions and reprint manual end-November 2011.


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4. 100% of schools will retain, maintain, update student records, and report student data on a regular basis to ensure that all requisite ESL student information is filed appropriately. This includes but is not limited to :

Home Language Survey LAS O and LAS R/W

results Parent Notification of

Eligibility Parent Waivers Teacher Recommendations Report Cards SAT 9/10 scores SAT 9/10 participation

parent notification Semester Modifications

Report Forms Potential English

Proficiency Forms And all other requisite ESL

documents

• Shall ensure that all regular classroom teachers who have identified ELL in their classes complete a Semester modification Report for each ELL in the class; Shall provide accurate student data that is to be entered into the Powerschool Student Data Management System on a regular basis Shall prepare and submit all required program reports to the district office. Shall maintain and make available to the school community, a library of ESL related documents inclusive of the program manual, ESL curriculum guide, and all ESL documents related to current ESL issues and trends.

Continuous and ongoing by ESL Coordinators for SY2011. Continuous and ongoing by ESL Coordinators for SY2011. Implementation of Powerschool Student Data Management system in SY 2009; FSAIS, District ESL Office , RP&E, and ESL personnel have worked to resolve most difficulties ESL Coordinators have experienced, to ensure improved reporting of ESL student data in SY 2011. Continuous and ongoing by ESL Coordinators for SY2011.


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And to maintain a library of ESL resource documents at the school inclusive of but not limited to: ESL Procedural Manual ESL Curriculum Guide ESL Teacher Resources School Program Action

Plans End of the Year Reports ESL Instructional Strategies And all other ESL

information useful to all teachers

5. 100% of schools will

have in place parent involvement activities and methods of meaningful communication regarding school-related information for ESL students and parents.

ESL Procedural Manual and other current resources are available in ESL District Office Ongoing development of authentic ESL learning resources and information for the ESL classroom; workshop activity is ongoing at the District level. Assistance by Teacher Assistants this summer have helped to move this initiative along; new created, recycled resources (i.e. color wheel clocks, student personal journals) will be given to Newcomers Centers for instructional use. Proposed funds to support a larger, more organized parent information center, as a resource library and training venue , is being submitted as a component of ESL Program sub grant (2011 Consolidated Grant Title V-A). SY2011 School Action Plans filed in the District Office reflect each school’s parent involvement plan. Ongoing discussions/plans with organizations (i.e. Headstart, Project Karinu) to address parent needs; upcoming parent conference scheduled April 2012 Stakeholders Involvement Conference successfully completed on August 27, 2011, attended by over 120 parents, administrators, teachers, children, and University education students. Guest speakers from HIV-AIDS Program, HeadS tart, Project Karinu (early-intervention program), Chamorro Studies, and the ESL


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6a. To provide at least three professional development training for ESL teachers, ESL aides per year to assist ESL teachers ESL aides to acquire certification in ESL to meet the requirements of the NCLB Title III.

The district will: • Beginning, the summer

session of SY09-10 Provide the funding (tuition and fees) to at least 10% of ESL aides for University level classes toward completing 1 year of college to meet the mandates of NCLB Title I Section 1119.

• Beginning the summer session of SY09-10, provide the funding to at least 10% of non certified ESL teachers to attend University toward acquiring ESL certification to meet the mandates of the NCLB Title I Section 1119

• Beginning the summer session of SY 09-10, provide at least three non-university level ESL training (i.e. SIOP, CALLA, inclusive of ESL related conferences e.g. NABE, TESOL, ASCD, etc) to enhance ESL skills and for

Program, took part as presenters throughout the day. Professional development course PD894 Program Evaluation currently taking place; the course is attended by 12 DOE teachers and administrators. COMPLETED: Off-island professional development conference, Association for Direct Instruction (end-July 2011) attended by District SPC-ESL Program. Upcoming CG2011 will fund several courses for teachers, administrators and support staff. Various workshops completed August 27, 2011, September 3 & 10, 2011, facilitated by ESL Coordinators/Teachers who have attended off-island conferences and workshops. Topics included: Effective Reading Strategies, Sheltered Instruction Observation Protocol (SIOP), Using Multi-media in Your Classroom, Support Staff Growth in the ESL Program, Reading Strategies for Science, Differentiated Instruction, Developing


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6b.To provide school

administrators, school personnel and other GDOE personnel with workshops and presentations relative to the ESL program that will provide them with a general understanding of the mandates and program requirements.

the effective application of research based ESL strategies found to work in developing the English language skills of ELL.

• Beginning SY09-10

computer classes for Word Processing, Excel, Access, and Internet access will be provided to ESL teachers and school aides.

• To conduct ESL

presentations at principals’ meetings and during staff development days.

• To conduct at least four Equity presentations to school administrators and school personnel

• To conduct at least three

LAS administration training presentations to increase school level professionals who can assist in the LAS testing.

Learner’s Sociocultural Competence, and a few others. Total attendees at workshops were approximately 60 participants who included DOE teachers, administrators and school aides and teacher assistants. New ESL Coordinators continue to receive formal training in LAS Links, and are supported by District LAS Links Trainers in the Program. Continuous small group training for LAS Links by LAS Links TOTs, as needed throughout the year.


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CFDA 84.403


4th QUARTER REPORT


Program No.5: Alternative Education Program

October 2011

Program #5 – ALTERNATIVE EDUCATION Alternative Education Program – J.P. Torres School

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. 80% of the students or

more referred for major offenses will demonstrate good character and positive behavior upon release from the program.

A. Documentation of student behavior

A total of 37 middle school students participated in the Long-Term program of the Alternative School.

o 24% (9) of the students were released for this reporting period.

o 24% (9) of the students enrolled are currently in Level 2.

A total of 45 high school students participated in the Long-Term Program of the Alternative School.


o 38% (17) of the students enrolled are currently in Level 2. --------------------------------------- A total of 14 middle school students participated in the Re-Direction Program of the Alternative School.


o 21% (3) of the students enrolled are currently in Level 2.

A total of 16 high school students participated in the Re-Direction Program of the Alternative School.


19% (3) of the students enrolled are currently in Level 2.


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B. Individual and Group Counseling

----------------------------------------------- Total number of students by grade level (Appendix B):

MIDDLE SCHOOL HIGH SCHOOL 6th 19 9th 67 7th 37 10th 12 8th 40 11th 6

12th 0 TOTAL 96 TOTAL 85 Total Population 181

Total Number and percentage by grade levels of students enrolled in the Redirection and Long Term Programs:

Middle School (96)

High School (85)

Grade

Level Redirection %

Long Term %

Grade Level Redirection %

Long Term %

6th 8 8 11 11 9th 26 25 46 54

7th 17 18 20 27 10th 7 7 5 6

8th 13 14 27 28 11th 1 1 5 6

12th 0 0 0 0

TOTAL 38 40 58 60 TOTAL 29 34 56 66

100% of students participated in the “Level Behavioral Management Plan”. A plan that allows students to individually track their progress in order to be evaluated and promoted to the next level for eligibility for release to return to their district school. A School Psychologist was hired during this quarter and developed trainings for families of students in the Alternative Program.


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C. Character Education

100% individual and group counseling were provided to both Middle and High School students. The focus of this quarter involved dealing with feelings, decision making, cause and effect of problems. 100% of students were orientated into the counseling program that addresses their academic, career, personal, social and emotional needs in order to facilitate student learning and success. Referrals to other agencies were conducted on a needed basis. A weekly orientation for one-to-one and group counseling was held for new and returning students with a focus on bullying and social skills. COUNSELING:

Enrollment BLMP Counseling Referral Services MS HS MS HS MS HS

13(35%) 24(65%) 167 78 18 6 100% of students work closely with their Character Education Teacher to track their progress on a daily basis using the “Daily Monitor Sheet”. The daily monitor sheet is also used a communication tool between the school and the parents or legal guardians which provides them to also keep track of their child’s daily progress.100% of middle school students participated daily in the “Play by The Rules” curriculum designed for middle school students to foster good citizenship through meaningful lessons based


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D. Exploratory Activities: Such

as but not limited to Sports Day, Service Learning, 4-H Club, Career Week, Outreach Program presentations, Youth to Youth Conference, Passport to Careers and other exploratory activities.

on Guam law as it relates to the youth. 100% participation of all middle and high school student during all workshop activities/presentation. Approximately 20 high school students were pre-screened and processed for the Passport to Careers program. This is a year-round job training program for students to earn money while working during summer, winter, and Easter breaks. Workshop activities were presented by various agencies to our students such as AHRD’s Career Awareness Week, GCC College Access Challenge Grant Program Career Day and WestCare’s building self-esteem/STD presentation. SCHOOL INCENTIVE ACTIVITIES

Student of the Month. These are students who have met the criteria of passing all academic subjects and satisfactorily meeting the behavioral and attendance requirements.

Level Promotion recognitions in the mornings and letters to parents.

Bulletin Board recognitions – posting of student names. Student names were posted on bulletin boards and in the classrooms, students given certificates. Level Promotion recognitions letters to parents/legal guardians. School principal acknowledges all students twice a month on Levels 2, 3, and 4 during the morning PT assemblies. Teachers provide incentive activities (board games, movie day, etc.) in the classrooms.


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2. 100% of students recommended for release from the Alternative School will receive a cumulative passing grade of 60% or better in all subject areas.

a. Middle School and High

School subject areas: Math, Character Education, Language Art, Science, Social Studies, Career Education and Health.

b. Parent Conferences, meetings and shadowing

c. Teacher monitoring student progress

100% of students participated in the four (4) core academic subject areas, one (1) elective and one (1) character education subject area – a total of 6 subject areas. 100% of students in the Long Term Program participated in the academic course requirement. A total number of 158 students were monitored.

47% (75) were MS students; and 53% (83) were HS students.

55% (41) MS students received passing grades for this

reporting period (Percentage is based on the number of MS students passing, divided by the number of MS students monitored).

56% (47) HS students received passing grades for this reporting period (Percentage is based on the number of HS students passing, divided by the number of HS students monitored).

100% (75) MS students received satisfactory discipline record during this reporting period (Percentage is based on the number of MS students’ who received satisfactory discipline record, divided by the number of MS students monitored). 99% (82) HS students received satisfactory discipline records as well. (Percentage is based on the number of HS students’ who received satisfactory discipline record, divided by the number of HS students monitored).


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3. 100% of the students released to their district home school, will be monitored, interviewed and observed until the end of the school year.

Social Workers will maintain and collect data from the home schools for student academic and discipline progress. Social Workers will conduct school site visits and interview students, teachers, and counselors after six (6) weeks students are released, quarterly, until the end of the school year progress. Social Workers report to the discipline administrator a week before the student returns to the home school for transition purposes. Social Workers also conduct home visits for attendance problems, and referrals from teachers, administration, nurse or counselors.

Grand total of student population for this report was 112.

46% (51) were MS students; and 54% (61) were HS students.

Social Workers conducted Student-Parent Orientation (100%) for new enrollees, including returning students. Social Workers counseled students with high absentee rates and monitored the daily attendance of students. Social workers compiled student data for the quarterly/monthly and other reports. Total students: 112 students : 61 high and 51 middle school students. Total High School: 61

5% (3) of high school students who were released received 100% cumulative passing grades.

72% (44) of high school students are currently receiving 100% cumulative passing grades,

10%(6) are currently remanded to the Department of Youth Affairs, Juvenile Detention Center

6% (4) of high school students have three (3) or more failing grades.

6% (4) of high school students were withdrawn: 2-off island; 1-voluntary withdrawn; 1- no show.


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Total Middle School: 51 16% (8) of middle school students who were released

received 100% cumulative passing grades. 82% (42) of middle school students are currently receiving

100% cumulative passing grades, 2% (2) of middle school students are three or more failing

grades.

Total number for students who fall into any category listed below:

Category Middle School High School Special Education 7 5 LOTE 7 3 On Probation 13 42 DYA Placement 0 6 Withdrawn Total

Off-Island

Parental Request

Voluntary WD (18 Yrs)

No Show

0 4 0 2 0 0 0 1

0 1


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Program #5 – ALTERNATIVE EDUCATION Alternative Education Program – J.P. Torres School COUNSELING SERVICES FOR AUGUST 22, 2011 – SEPTEMBER 30, 2011 Academics Personal /

Social Anger

Management Conflict

Resolution/Mediation

Suicide Substance Abuse /

Possession

Harassment / Bullying

Self – Inflicted

Behavior TOTAL

MIDDLE School

86 18 5 14 1 8 9 2 24 167

HIGH School

39 9 2 16 2 4 3 5 78

AHRD CPS Mental Health Public Health GPD Sanctuary CST IEP Court Hearing PEDS TOTAL MIDDLE School

1 1 1 7 7 1 18

HIGH School

1 2 2 1 6

SCHOOL PYSCHOLOGIST COUNSELING SERVICES

Academics Personal / Social

Anger Management

Conflict Resolution/ Mediation

Suicide Substance Abuse / Possession

Harassment / Bullying

Self – Inflicted

Behavior TOTAL

MIDDLE School

1 1 2

HIGH School

1 2 1 4


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Program #5 – ALTERNATIVE EDUCATION Alternative Education Program – J.P. Torres School BEHAVIORAL LEVEL MANAGEMENT PLAN Middle School High School

2x Week Additional 1x Week Additional Group Sessions TOTAL Level 0 1 15 16 Level 1 43 33 16 15 45 152 Level 2 3 13 2 11 29 Level 3 Level 4

2x Week Additional 1x Week Additional Group Sessions TOTAL

Level 0 19 19 Level 1 30 5 50 85 Level 2 9 6 15 Level 3 1 1 Level 4


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ATTACHMENT A OBJECTIVES I AND II:

SCHOOL REFERRALS BY SECONDARY SCHOOLS

Eight (8) GDOE Middle Schools School Population

Referrals Five (5) GDOE High Schools School Population

Referrals

Agueda Johnston Middle 889 2 George Washington High 2611 14 As Tumbo Middle 639 4 John F Kennedy High 2111 12 FBLG 1239 11 Okkodo High 1389 5 Inarajan Middle 623 -- Simon Sanchez High 1815 9 Jose Rios Middle 973 1 Southern High 1505 21 LP Untalan Middle 1163 13 Oceanview Middle 444 5 VS Benavente Middle 1261 15

Student Enrollment / Released / Recidivism / Special Programs / Gender

Total Middle High Released/ Withdrawn

Middle

Released/ Withdrawn

High

Returned Middle

Returned High

SpED ESL Probation GENDER High Middle

MS HS MS HS MS HS M F M F 112 51 61 8 0 3 4 1 3 7 5 7 3 13 42 43 18 40 11


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LONG TERM (180 days): MIDDLE SCHOOL (MS)

MS

New Students Enrolled

(Excluding Returnees)

No. of Students

Returned

No. of Students Released

Grade Level No. of LOTE Students

No. of SPED Students 6TH 7TH 8TH

Agueda I. Johnston 1 - 1 1 As Tumbo Middle - - 1 - 1 F.B. Leon Guerrero 2 - 2 7 1 1

Inarajan Middle - - - -

Jose L.G. Rios - - - -

Luis P. Untalan 2 1 2 11 2 1 Oceanview Middle - - - 3 Vicente S.A. Benavente 5 1 8 2 Other - - - - - - - -

10 1 - - 7 30 5 3 Total 37


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RE-DIRECTION (45 days): MIDDLE SCHOOL (MS)

MS



No. of Students Returned


Grade Level No. of LOTE Students

No. of SPED Students 6TH 7TH 8TH

Agueda I. Johnston - - - As Tumbo Middle 2 2 1 1F.B. Leon Guerrero 2 - 2 1Inarajan Middle - - - Jose L.G. Rios - - 1 1 Luis P. Untalan - - - Oceanview Middle - 1 1 1 Vicente S.A. Benavente 4 1 5 2Other - - - - - - - - 8 - - - 4 10 2 4

Total 14


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LONG TERM (180 days): HIGH SCHOOL (HS)

HS



No. of Students

Returned


Grade Level No. of LOTE

Students

No. of SPED

Students 9TH 10TH 11TH 12TH George Washington 7 - - 12 - - 1 John F. Kennedy 3 1 6 - - -

Okkodo High 1 - 3 1 1 -

Simon Sanchez 5 1 5 1 3 - 1

Southern High 2 1 10 2 1 - Other - - - - - - - - - 18 3 - 24 16 5 - 1 1

Total 45


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RE-DIRECTION (45 days): HIGH SCHOOL (HS)

HS



No. of Students

Returned


Grade Level No. of LOTE

Students

No. of SPED

Students 9TH 10TH 11TH 12TH George Washington - - 2 - - - 1 1 John F. Kennedy 1 - 4 2 - - - 2

Okkodo High - - - - - - - -

Simon Sanchez - - - - - - -

Southern High 3 - 5 2 - 1 1 1Other - - - - - - - - -

4 - - 11 4 - 1 2 4Total 16


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GRAND TOTAL of Long Term Students: 82

Middle School New MS Enrolled:

18

40 ATMS 4 New HS Enrolled:

22 AIJMS 2

FBLGMS 11 High Schools MS RETURNEES 1 4 IMS 0 GWHS 14 HS RETURNEES 3

JLGRMS 1 JFKHS 12 ## LPUMS 13 OHS 5

OMS 5 SSHS 9 VSABMS 15 SHS 21 :TOTAL STUDENT

51 61 112 POPULATION

GRAND TOTAL of Re-direction Students: 30


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CFDA 84.403


4th QUARTER REPORT


Program No.6: Career / Technical Education

Cooperative Education (or Summer Work Experience) Technology Education Integrating Science and Allied Health (ISAAH)

October 2011


CFDA 84.403


4th QUARTER REPORT



Cooperative Education (or Summer Work Experience)

October 2011

Program #6 – CAREER / TECHNICAL EDUCATION Cooperative Education Summer Work Experience

Objectives Activities Evaluation/Accomplishments/Status of Objectives 1. To increase student

interest and participation in on-the-job training by 10% annually.

a) Provide announcements and mailers to the schools and businesses b) Recruit and screen interested students

Commonly known as the Work Experience Program, the general criteria for acceptance are a 2.0 grade point average, instructor endorsement, and a one-year completion of a particular Career and Technical Education (CTE) course work in the Technology Education Program or the Integrating Science & Allied Health (ISAAH) Program. Advertising and recruitment for the Summer Cooperative Education Program began in late Spring 2011 semester. Four Summer Work Experience Coordinators were hired: Kathy Chargualaf, Robin Roberson, Norman Aguilar, and Eric Chong. The start date for the coordinators was May 23, 2011. All four coordinators have worked with the Summer Work Experience Program in the past. Ms. Chargualaf is a secondary Marketing instructor at Okkodo High School (OHS). Mr. Roberson is an Assistant Professor and the Business & Visual Communications Department Chair. Mr. Aguilar is an Assistant Professor and teaches the secondary Tourism program (Lodging Management Program) at OHS, and Mr. Chong is a Professor and teaches the secondary Tourism program (Lodging Management Program) at Simon Sanches High School (SSHS). May-June 2011 – Recruitment efforts were made in all five high schools via email to all Guam Community College (GCC) secondary faculty and in-class presentations. Applications were distributed to prospective participants. Simultaneously, training sites were lined up and job descriptions obtained for use in


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Objectives Activities Evaluation/Accomplishments/Status of Objectives

developing training plans. June-July 2011 – Work Experience Coordinators processed applications and placed students at training sites. This process included prepping students for interviews, formalizing training plans and agreements, and arranging on-site orientations. Requirements for earning credit and subsequently, grades, were clearly delineated via an expectations checklist for interns. July-August 2011 – Students underwent training at respective sites. Work Experience Coordinators conducted site visits and monitored the progression of training efforts. Towards the end of this time frame, Work Experience Coordinators also insured that evaluations were being conducted, journals were being kept, and written reports were being prepared. A few students were hired part-time during and after the internship; a few opted to continue their Work Experience into the Fall 2011 semester. August-September 2011 – Work Experience Coordinators collected forms and documents from students and training site personnel. The process of evaluating and grading was conducted. Grades and credits earned will be submitted to the students’ respective high school registrar in time for posting on first quarter grade reports. The 2011 summer program had a total of 190 applicants. This is an increase of 33% from the previous year (143 applicants in 2010). For the first time, Early Childhood


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Education students were placed this year. Altogether, eight (8) out of nine (9) CTE programs were represented in the Summer Work Experience Program. The only CTE program not represented is Carpentry. Below is a breakdown of student applicants by school, program, and credits pursued.

Table 1: Student Applicants by School

GWHS 32 JFKHS 39 OHS 43 SHS 24 SSHS 52 Total 190

Table 2: Student Applicants by Program

Automotive 3 Electronics 17 Marketing 57 Health Education 12 ProStart 35 Lodging Mgmt. Prog.

46

Early Childhood Education

2

Visual Communications

1

Total 190


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Objectives Activities Evaluation/Accomplishments/Status of Objectives 2. To increase by

10% both community awareness and business participation in the Work Experience Program.

a) Identify and develop sufficient numbers of on-the-job training stations b) Develop and implement training agreements between GCC and each participating employer

Table 3: Student Applicants by Credits Pursued

0.5 (90 hours) 41 1.0 (180 hours) 91 1.5 (270 hours) 22 Total 154

Training sites were identified based on students’ needs and career & technical education programs. Work Experience Coordinators contacted possible training sites in response to student requests for a particular site. Also, several sites contacted Work Experience Coordinators for possible student placements. Many sites chose to continue participation from prior years because of the positive outcomes from this program. Many employers commented that students from GCC CTE secondary programs are well prepared, i.e., they were familiar with employability skills and demonstrated the right work ethic and professionalism. Additionally, Work Experience Coordinators communicated with industry to promote participation; for example, presentation of the Summer Work Experience Program to the Guam Hotel & Restaurant Association’s Human Resources and Education Committee. Business participation in the summer 2011 program (44 businesses) increased by 42% from summer 2010 tally (31 businesses). Students were placed at the following public and private sector sites:


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Table 4: Training Sites

1 ABC Child Development Center Private 2 City Hill – Guam Plaza Hotel Private 3 City Hill – JP Superstore Private 4 City Hll – Tarza Private 5 ComPacific Private 6 DFS Guam Private 7 Dimensions Systems Private 8 DNA Private 9 FHP/Take Care Private 10 Fiesta Resort Guam Private 11 GCC Student Support Office Public 12 GFS Group Private 13 Guam Hotel & Restaurant Association Private 14 Graphic Center Private 15 GTA Private 16 Guam Marriott Resort & Spa Private 17 Guam Reef Hotel Private 18 GWA Public 19 Hilton Guam Resort & Spa Private 20 Hotel Nikko Guam Private 21 Hyatt Regency Guam Private 22 IP Coffee Shop Private 23 Lone Star Restaurant Private 24 Market Wholesale Private 25 MCV Private 26 Medler’z Automotive Service Private 27 My School Child Development Center Private 28 Office of Senator Frank Blas Public 29 Onward Beach Resort Private 30 Outrigger Guam Resort Private 31 Pika’s Café Private 32 Promotions Specialties Private 33 REL Cargo Express Private 34 Sea Grill Restaurant Private 35 Sheraton Laguna Guam Resort Private


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Objectives Activities Evaluation/Accomplishments/Status of Objectives 3. To increase student

placement in on-the-job training experience by 10% annually.

4. 95% of students

entering the program will successfully

a) Develop and implement training plans for all student participants b) Place students in training stations a) Monitor student enrollment and completion figures

36 Small Business Development Center Public 37 Talent Box Private 38 Tango Theatres Private 39 The Doctor’s Clinic Private 40 Triple J Enterprises Private 41 Twinkles Private 42 UnderWater World Private 43 UOG School of Business Public 44 Westin Resort Guam Private

Five (5) interns took advantage of training in two work sites for 2011. Interns can switch jobs and job sites after completing 90 hours of internship. They gained experience in working with different employers. For summer 2011, of the 190 students who submitted Work Experience applications, 154 students were placed in various training sites (for a 81% placement rate). For summer 2010, of the 143 applicants, 99 were placed in training sites (for a 69% placement rate). The placement rate between summer 2010 and summer 2011 increased by 12%. Thirty six (36) students who applied did not participate for a variety of reasons: (a) did not meet age requirement, (b) chose summer school, (c) opted for paid employment without earning work experience credit, (d) transportation issues, (e) left off-island for summer vacation, and (f) could not be contacted for interviews. Of the 154 students who were placed in various training sites, 139 students completed the summer Work Experience Program (for a 90% completion rate).


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Objectives Activities Evaluation/Accomplishments/Status of Objectives complete on-the-job training.

Grades and credits earned will be submitted to the students’ respective high schools by the end of first quarter.


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II. Supporting Data

Table 5: Student Survey Results (103 students responded)

Not Satisfied

Somewhat Satisfied

Satisfied Very Satisfied

Overwhelmingly Satisfied

Are you satisfied with the training you received?

0% 0% 14% 37% 49%

How satisfied were you with the service from the Work Experience Program (WE)?

0% 0% 11% 41% 48%

Are you satisfied with the work experience you received?

0% 0% 5% 42% 53%

Did the academic vocational training you received at GCC prepare you for the world of work?

1% 0% 9% 39% 51%

Table 6: Employer Survey Results (28 Employers Responded)

Not

Satisfied Somewhat Satisfied

Satisfied Very Satisfied

Overwhelmingly Satisfied

How satisfied are you with our ability to coordinate the WE Program?

0% 0% 18% 46% 36%

How satisfied were you with the student’s academic and vocation preparation?

0% 0% 21% 61% 18%

How satisfied are you with the student’s work behavior and performance?

0% 0% 18% 46% 36%

How satisfied are you with your ability to provide training?

0% 0% 14% 68% 18%


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III. Budget Information Table 5: Monies Expended and Encumbered

Category Amount Justification Salaries $25,235.39 Salary for three Work Experience

Coordinators Benefits $4,617.89 Benefits for three Work Experience

Coordinators Contractual Services N/A Supplies and Materials $629.62 Supplies for three Work Experience

Coordinators Equipment $393.90 Equipment to document Work

Experience Stipend N/A Capital Outlay N/A


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ATTACHMENT A

Photos of Students at Training Sites


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ATTACHMENT C

Press Release

FOR IMMEDIATE RELEASE July 25, 2011 9:00 A.M.

Student in GCC CTE programs working this summer

Over 150 high school students gained valuable employment experience this summer, thanks to the Career and Technical Education High School Summer Work Experience Program at Guam Community College. The program grew by more than 64 percent over last summer, according to Eric Chong, program co-coordinator and GCC Lodging Management Program instructor at Simon Sanchez High School, with 154 students working as interns at 43 companies. Last summer, the program had 94 students and 31 employers. The 154 students were placed out of 190 applicants to the program, according to Chong. He noted that the majority of the 43 work sites are in the tourism industry. Chong said some employers even hire their interns after they complete their work experience/internship, which is mostly unpaid. “This is a valuable program for our CTE students in the public high schools, because they get to experience the real working world. Also, the employers get to know our students and their work ethic, and they often want to hire the students after their internship period,” he said. Under the program, students earn half a credit for every 90 hours worked. They can earn up to 1.5 elective credits (270 hours). The interns are required to keep a daily journal about their on-the-job experiences, and have to submit either a report or PowerPoint presentation at the end of the program to document their experience. Depending on the secondary program in which they are enrolled, students with 180 hours of work experience can earn a GCC Certificate of Mastery upon graduation from high school, which allows them to articulate to GCC postsecondary programs.


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GCC CTE High School Summer Work Experience Program By the numbers: High school students: 154 Employers (job sites): 43 (majority in the tourism industry) Programs involved in internships: Allied Health 10 Automotive 3 Early Childhood 2 Electronics 12 Lodging Mgt 59 Marketing 38 ProStart 29 VisCom 1 Total 154 Interns by High School: GWHS 23 JFKHS 27 OHS 41 SHS 13 SSHS 50 Total 154 Top Employers: City Hill (Guam Plaza, JP Superstore, Tarza): 15 interns Sheraton: 12 interns Westin: 12 interns Hilton: 11 interns Work Experience coordinators: Norman Aguilar, CTE LMP Instructor, Okkodo High School Kathy Chargualaf, CTE Marketing Instructor, Okkodo High School Eric Chong, CTE LMP Instructor, Simon Sanchez High School Robin Roberson, GCC Marketing & Visual Communications Dept. Chairman

For more information, contact Jayne Flores, GCC Asst. Director of Communications & Promotions, at 735-5638 (office), 988-5231 (cell), or via email at [email protected].


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CFDA 84.403


4th QUARTER REPORT



Technology Education

October 2011

Program #6 – CAREER / TECHNICAL EDUCATION Technology Education

Objectives Activities Evaluation/Accomplishments/Status of Objectives 1. Increase overall career

and technical education program enrollment by 5% annually and provide career and technical education instruction in Guam public high schools that includes applied academics and practical application of skills which are required for success in the workplace.

a. Provide instruction and

practice to students to acquire knowledge and skill development for program completion and employment.

The Technology Education Program teachers continued to provide instruction, support career and technical education academies, procure instructional supplies, and improve access to technology tools to their program students. Learning activities include general classroom instruction, lab and shop hands-on application activities, and special activities for skill development as listed below. Note: since the quarter covers the time during summer break and the beginning of the semester, many faculty do not have any activities to report.

- 9/7/11 - GCC Career and Technical Education Students at Okkodo High School (OHS) participated in the annual open house. They helped with the table display and spoke to parents and interested students about GCC programs. They also showcased their work and awards.

- A total of 18 OHS Lodging Management Program (LMP) students completed Work Experience internships at various hotels, restaurants, and gift shops during the summer.

- OHS LMP students also participated in the coastal clean-up on September 17, 2011 helping to instill the importance of a clean island for the tourism industry.

- The OHS Tourism Academy held its first Academy Day on September 22, 2011. Representatives from Paradise Fitness talked about healthy living and held a Zumba demonstration. Team building sessions were held.

- An Education Fair was held at Southern High School (SHS) on September 9, 2011 and 30 electronics students participated.

- A total of 27 SHS Marketing students will participate in the


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GCC Poster Contest set for November 9, 2011. - On September 26 & 27, 2011 John F. Kennedy High School

(JFKHS) Lodging Management students will take the Health Certificate Training and Testing. This will enable them to serve food in a food service establishment. The training enhances their curriculum and makes them more employable in the hospitality industry.

- At Simon Sanchez High School (SSHS), Marketing II and III students began using the new Point of Sales System. Students created print advertisements to announce the store opening and products offered.

- Seven SSHS marketing students are participating in the Junior Achievement program. They will be forming a company and developing, marketing, and selling products.

- At least five SSHS marketing students will be placed in industry jobs through GCC’s work experience program.

- 8/26/11 - GCC’s College Access Challenge Grant Program gave a presentation to thirty-five (35) SSHS LMP students about the benefits of extra tutoring and other services provided.

- 9/9/11 - Guest Speaker Grace Donaldson, Human Resources Professional, gave a presentation to eighteen (18) SSHS LMP III students on the Civil Rights Act and employment laws that affect the hospitality industry.

- 9/15/11 - GCC CTE Counselor Esther Rios spoke to eighteen (18) SSHS LMP students about career planning, applying for college loans and grants and college choices.

- 9/17/11 – Twenty-five (25) SSHS LMP students participated in Coastal Cleanup as part of their service-learning. Students wrote their reflections in their Multiply websites.

- 9/22/11 – Thirty-five (35) SSHS LMP students took the Health


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b. Support career and technical education academies at a minimum of three high schools.

c. Procure necessary supplies materials, tools, and equipment requested by faculty which is required for “hands-on” skill development.

Certificate Training and Exam making them more employable in food serving establishments.

- 9/24/11 - Tourism Academy faculty (LMP and ProStart) at SSHS met parents to explain about the academy concept.

- 9/8/11 - 9/12/11 – GCC College Access program gave presentation to forty-five (45) SSHS Pro-Start students, twenty-five (25) students accepted into the program.

- 9/24/11 – Ten (10) SSHS Pro-Start III students showcased their foodservice marketing plan project at parents’ open house. This is an applied and technical skill project.

- 9/24/11 - Pro-Start II students baked banana bread for visiting parents thus showcasing their baking skills.

- 9/26/11 - At SSHS Native American chefs Lois Ellen Frank and Walter Whitewater gave a presentation and conducted a workshop on food and heritage during a Pro-Start group of fifty (50) students.

Career academies are in place at four out of the five high schools: JFKHS, GWHS, OHS, and SSHS. Interest has been expressed by GWHS to institute academies in electronics, visual communications, and AutoCadd. The Associate Dean for the School of Trades and Professional Services worked with the GCC department chairpersons of secondary CTE programs to ensure that requisitions for the current fiscal year were processed in a timely manner (in line with the approved budget) to provide equipment and supplies for applied academics and practical application of skills in the programs.


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d. Provide improved access to instructional technology tools to faculty and students; continue upgrades to ensure workplace relevant software and hardware.

This project continues to support improved access to instructional technology tools for students and faculty through high-speed Internet access and the procurement of updated workplace software and equipment applicable to the respective CTE program areas. Access to high-speed Internet is providing students with opportunities to use web-based curriculum, access program related Web resources, and apply learned skills. Use of this latest software and hardware transforms classroom learning for students by helping them to be at the cutting edge of technology. As per Objective 1, enrollment records were maintained by program by school. See Part II, Supporting Data, Table 1.

Table 1: Enrollment Fall 2011

PROGRAM GWHS JFKHS OHS SHS SSHS Total by Program

Automotive 173 57 60 131 54 475

Carpentry/AutoCADD 88 59 60 25 48 280

Early Childhood Ed. 92 92 Electronics 53 64 97 62 71 347

Marketing 47 58 54 42 48 249

Tourism (LMP) 63 67 99 49 84 624

Tourism (ProStart) 65 70 84 43

Visual Communication 73 73

Total by School: 654 375 370 393 348 2140


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Objectives Activities Evaluation/Accomplishments/Status of Objectives 2. 75% of the students

enrolled in each career and technical education program will complete the required learning outcomes necessary to earn a final course grade of “C” or higher.

3. Increase the number of

program completers by 5% per year for a high of 70% for a completion certificate.

a. Increase computer usage

with program specific software to enable students to pass course offerings.

a. Monitor student

enrollment mid-year and again at the end of the year in order to track the figures.

A summary report for all programs and schools are included under Objective #2 of this report. Grades for the last semester (Spring 2011) were reported in the previous quarterly report. Students use computers and program specific software for classroom instruction and laboratory/shop activities. (See Objective 1 activities above.) Percentage of students earning a “C” or better will be reported for Fall Semester 2011 in the January-March 2012 Quarterly Report. Number of completers will be reported in the April – June 2012 Quarterly Report. Completion data for School Year 2010-2011 was provided in the previous quarterly report


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Objectives Activities Evaluation/Accomplishments/Status of Objectives Notification of budget approval (revised Consolidated Grant) for Fiscal Year 2012 was received on October 3, 2011 from the GDOE Federal Programs Division. Purchase Order for grant funds is still pending.

Category Amount Justification

Salaries N/A Benefits N/A Contractual Services $14, 015.02 Requisitions processed to maintain telephone

and Internet connectivity for alternate educational objectives as outlined in this grant.

Supplies and Materials $32,359.17 Consumables have been ordered for the various secondary CTE programs.

Equipment $87,096.76

Equipment has been ordered for the various secondary CTE programs.

Capital Outlay $46,585.00 Equipment has been ordered for Automotive CTE programs.

Stipend N/A Utilities N/A


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Integrating Science and Allied Health (ISAAH)

October 2011

Program #6 – CAREER / TECHNICAL EDUCATION Integrating Science and Allied Health (ISAAH) Program

Objectives Activities Evaluation/Accomplishments/Status of Objectives 1. Increase enrollment in

Applied Science course by 10% annually until filled to capacity in an effort to augment student exposure to applied science concepts and develop broadened interests in entering the health care field upon graduation.

a. Provide instruction and

practice to students to acquire knowledge and skill development for program completion and employment.

The instructors at four high schools continued to teach the required classes to the 276 program students. Instructors use applied methods in providing instruction such as laboratory work and simulations to work with hands-on skills development. Okkodo High School (OHS) does not currently have an Allied Health program due to space limitations in the school. George Washington High School (GWHS), John F. Kennedy High School (JFKHS), and Southern High School (SHS) have new instructors this year. Learning activities include general classroom instruction and laboratory hands-on application activities for skill development. Students are exposed to course instruction and laboratory settings which reflects an expanded curriculum for diversified health occupations as well as applied anatomy and physiology. Note: the time period of this report includes summer break and the start of the semester.

- June to August – Five (5) Simon Sanchez High School (SSHS) students volunteered at the Doctors’ Clinic to complete their 180 hours for mastery.

- June to August – One (1) SSHS student volunteered at Guam Memorial Hospital (GMH), using skills learned in the first year of the program.

- September - A total of nineteen (19) SSHS students have officially enrolled in Service Learning to practice and apply skills and knowledge learned in the program.

- September 1 – Fifty-four (54) SSHS students attended the


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b. Provide improved access to

instructional technology tools to faculty and students.

c. Procure necessary supplies

materials, tools, and

GCC College Access Challenge Grant presentation.- September 20 & 21 – Eight (8) SSHS students assisted with

the Health Certification Workshop, reinforcing infection control, posters displayed.

- September 24 – Fifteen (15) SSHS students attended open house to set up blood pressure screening with poster displays.

- September 30 – Fifty-four (54) students attended movie “Contagion” to reinforce knowledge learned about infection control. Posters will be provided to health classes on how to break the chain of infection.

- August to September – Nineteen (19) SSHS students provided body mass index and blood pressure screening during lunch on Monday, Wednesday and Friday. It was made available to students and staff.

- September 20 - chartered the SSHS Nursing Club to fundraise and do community service. Applying organizational skills, technological skills, team building, conducting meetings, and communication skills.

Instructors incorporate technology tools and equipment to enhance learning and link to world wide health care occupations. Equipment (e.g., blood pressure cuffs, foley catheters, pulse oximeters, thermometers, stethoscopes, sphygmomanometers and urinary drainage bags) are being used to provide the students with hands-on learning experiences. The Associate Dean of the School of Trades and Professional Services worked with the GCC Allied Health Department Chairperson to ensure that requisitions for the current fiscal year


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Objectives Activities Evaluation/Accomplishments/Status of Objectives 2. 80% of the students will

meet success with a grade of “C” or better in the science course using the applied concepts.

equipment requested by faculty which is required for “hands-on” skill development.

a. Increase computer usage

with program specific software to enable students to pass course offerings.

were processed in a timely manner (in line with the approved budget) to provide equipment and supplies for applied academics and practical application of skills in the programs. As per Objective 1, records were maintained on enrollment by course by school (see Part II, Supporting Data, Table 1).

Table 1: Fall 2011 Semester Enrollment by Course by School GW JFK SSHS SHS

VESI050 Applied Anatomy & Physiology**

20 17 19 27

VEHO050 Intro to Health Occupations

38 28 32 42

VENU062 Allied Health Occupations

16 20 19 24

**Some students enrolled in App. Anatomy & Physiology may also be enrolled in the other two Allied Health classes.

This project supports improved access to instructional technology tools for students and faculty through high-speed Internet access and the procurement of updated workplace software and equipment applicable to the Allied Health program. Access to high-speed Internet provides students with opportunities to access program related Web resources and apply learned skills. As per Objective 2, the percentage of students earning a “C” or better in the applied science course will be calculated after Fall 2011 grades have been reported.


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Objectives Activities Evaluation/Accomplishments/Status of Objectives 3. Retention rate of

students will remain at 80% or better.

a. Students participate in school activities wearing their uniform to promote course offerings and to encourage other students to join the program.

Students participated in school activities and wore their program uniforms to promote course offerings. As per Objective 3, data will be collected and calculated to determine the retention rates in the Allied Health program at the conclusion of Spring Semester 2012.


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Program No. 7: Gifted and Talented Education (GATE) Program

October 2011

Program #7 – GIFTED AND TALENTED EDUCATION Gifted and Talented Education (GATE) Program

Objectives Activities Evaluation/Accomplishments/Status of Objectives 1. Eighty percent (80%)

of participating GATE Academic students will be proficient in using the computer as a learning tool and will score at ninety (90%) or above on the Computer Literacy Evaluation at each grade. GATE Pre-School through fifth (5th) grade.

2. Eighty percent (80%) of the public schools will participate in various academic competitions and contests in such areas as math, social studies, or general intellectual ability providing opportunities for participations for indentified GATE students and other high achievers for students in grades 3 – 12

Provide instruction in GATE Academic Classrooms in Computer Literacy as follows:

1. Basic Operation and concepts

2. Social, ethical and human issues

3. Technology productivity tools

4. Technology communication skills

5. Technology research tools 6. Technology problems

solving and decision making tools

Coordinate all Special Events to include 38 Academic Challenge Bowl (ACB) matches and final tournaments for the middle and high school students . Coordinate the Island-wide Math counts and Math Olympiad competitions. Organize off-island trips for the Guam all-Island ACB and NFL teams when funds are available.

Of the 1,042 GATE students in the program, all students received 90% or above on the computer Literacy evaluation at each grade level, GATE Pre-School – Grade 5. GATE Academic Technology Skills taught: *Word Processing *Use of the Internet *Creative Problem solving *Digital Portfolio Development GATE teachers are presently teaching their own GATE classes in technology due to the resignation of the technology teacher in October of 2010. We have the assistance of a computer program teacher who instructs the teachers with technology at GATE meetings.

• Academic Challenge Bowl – High School 80% participation (4 out of 5 GDOE High Schools)

• Academic Challenge Bowl – Middle School 88% participation (7 out of 8 GDOE Middle Schools)

• Math Olympiad – Elementary School (for April) • Geography B – Elementary (for November) • MATHCOUNTS - Middle School (for March and April) • National Forensic League - 40% participation (2 out of 5

GDOE High Schools participating • Math Meet – (for March)

Overall average participation is 69%


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3. Eighty percent (80%) of the students who complete the specialized instruction in the Elementary visual and performing arts enrichment courses, and secondary theatre program will score at ninety percent (90%) or above.

4. Eighty percent (80%) of the GATE teachers will participate in staff development training sessions for the school year.

Provide instruction in a variety of music, theatre, or visual arts programs as identified by the GATE VPA Curriculum for identified elementary, middle and high school students. Following instruction and rehearsals, final productions are held at GATE Tiyan Theatre with full costumes, sets, props, lighting and sound. Provide staff development training for GATE teachers in the areas designed by the teachers in the annual staff development plan.

100 % of the students listed below completed the specialized instruction in performing arts, music enrichment courses and scored at the 80% or above. Secondary Theatre Program 7 (cast members) and 6 (technicians students) scored 92% “Count Dracula” (straight play) has had auditions and the cast are presently rehearsing. The show will be held at the end of October 2011. Music Program Marcial Sablan Honor Choir 24 students received 100% Marcial Sablan GATE 23 students received 100% 47 Total Students Visual Arts Program M.U. Lujan Elementary School: 15 participated and scored at 100% 15 Total Students 97% of all GATE Teachers attended the staff development training or were on approved leave. April 30, 2011 – ‘Technology Transport’ Attended or approved absence 36 Unapproved absence 1 Total participation 97%


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5. Eighty percent (80%) of the GATE Preschool students who completed the GATE Preschool Program and has enrolled in the DOE School system will qualify for the Elementary GATE Program.

6. Eighty percent (80%) of the GATE students will show an improvement in the Math Resource Proficiency Test of fifteen percent (15%) or better after completing a year of instruction in mathematical strategies.

a. Instruction was provided in

a variety of cognitive areas with emphasis on process skill areas identified in the GATE Curriculum.

b. GATE pre-school students who enroll and attend DOE kindergarten will be tested for the elementary GATE program.

Instruction will be provided in a variety of cognitive areas with emphasis on process skill areas indentified in the GATE 4th, and 5th grade curriculum.

a. GATE Elementary Identification Process as documented by test

scores are on file in the GATE Office.

b. 83 Preschool GATE students were tested 67 Students (or 81%) passed the testing and are in the Elementary GATE Program.

497 GATE students in both 4th and 5th grades are being serviced with math strategies. A pre-test was given and indicated students are below grade levels in math comprehension. A post test will be given at the end of the school year in June, which will determine the percentage of success for those who participated in the program


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4th QUARTER REPORT


Program No. 8: Private, Non-Profit (PNP) Schools Participation Catholic Schools Saint Paul Christian Academy (SPCA) Asmuyao Community School (ACS) Southern Christian Academy 4H Fishery Program – University of Guam Cooperative Evangelical Christian Academy (ECA) Saint John’s School

October 2011




4th QUARTER REPORT


Program No. 8: Private, Non-Profit (PNP) Schools Participation Catholic Schools

• Catholic Schools: Curriculum Enhancement of Basic Skills (CEBS) Program

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Catholic Education Schools (Curriculum Enhancement of Basic Skills (CEBS)) Program


1. Implement the Grant Project ___________________________ 2. By the end of the school year,

70% of the participating Pre-Kindergarten students who scored below the 50th percent in the social, Gross motor and Fine motor skills in the Catholic Schools’ Teacher Survey will show an increase of 5 percentage points in their post-test; and Kindergarten to 5thstudents in the program who scored at the 50th percentile or lower in the SAT10 pretests in Language Arts, Reading, and Math will

1.1 Coordinate all activities with grant

a. Order and deliver Materials.

b. Provide training and technical assistance to the assigned property liaisons

c. Monthly meeting with

principals

__________________________________2.1 Language Arts, Reading and Math

skills will be reinforced for improvement and mastery through the use of manipulative, audiovisual materials and other instructional Materials.

a. a minimum of 15 minutes of sustained reading or math b. show and tell and listening activities; c. hands-on activities; d. library activities; e. teacher integrated activities; and f. research-based activities within integrated curriculum

1.1 a. Orders submitted to CSO on a timely basis.

b. Receiving report on file at CSO and School. c. Property Inventory Sheets on file at CSO and

School.

. 1.2 Assessments of performance were based on

teacher-made tests checklists subject content tests provided by

software programs

2a .Reading: Based on teacher made tests, checklist & other tests assess progress by individual grades and indicate it below. (This needs to be completed for each grade that is participating in the grant.) 1,186 students in the Kinder – 5th grade participated in program 1,186 participated in all course work. __8.26___% or 98 students improved in subject area. _91.74____% or 1,088 students maintained at level in subject area. 66 of teachers participated in program.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives show an increase of 2 percentile points in their post-tests in the identified content areas.

30% of the participating Pre-Kinder to 5th grade students will maintain or advance in the identified content areas.

2b Language Arts: Based on teacher made tests, checklist & other tests assess progress by individual grades and indicate it below. (This needs to be completed for each grade that is participating in the grant.) 1071 students in the Kinder – 5th grade participated in program 1071 participated in all course work. __8.68___% or 93 students improved in subject area. __91.32___% or 978 students maintained at level in subject area. 45 of teachers participated in program. 2c Math: Based on teacher made tests, checklist & other tests assess progress by individual grades and indicate it below. (This needs to be completed for each grade that is participating in the grant.) 924 students in the Kinder – 5th grade participated in program


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 3. At the end of the school year,

70% of the participating Pre-Kindergarten students who scored below the 50th percent in the social, Gross motor and Fine motor skills in the Catholic Schools’ Teacher Survey will show an increase of 5 percentage points in their post-test; and Kindergarten to 5thstudents in the program who scored at the 50th percentile or lower in the SAT10 pretests in Science and Social Science will show an increase of 2 percentile points in their post-tests in the identified content areas.

3. Students will work on Science and

Social Science problems and projects utilizing computer software program activities to improve skills

a. A minimum of one day a week

of lab work activities; b. Exposure to activities that

would encourage & build critical thinking and problem solving skills;

c. Hands-on activities; d. Science fairs; e. Environmental projects

924 participated in all course work. _57.90____% or 535 students improved in subject area. __42.10___% or 389 students maintained at level in subject area. 41 of teachers participated in program. 3a. Science: Based on teacher made tests, checklist & other tests assess progress by individual grades and indicate it below. (This needs to be completed for each grade that is participating in the grant.) 777 students in the Kinder – 5th grade participated in program 777 participated in all course work. __16.47___% or 128 students improved in subject area. __83.53___% or 649 students maintained at level in subject area. 33 of teachers participated in program.


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30% of the participating Pre-Kinder to 5th grade students will maintain or advance in the identified content areas

4. Staff development on effective teaching practices and strategies for intervention and integration within content areas

4. Teachers will attend staff

development workshops and training sessions to assist students in maximizing their learning potential and meeting their academic needs.

3b. Social Science: Based on teacher made tests, checklist & other tests assess progress by individual grades and indicate it below. (This needs to be completed for each grade that is participating in the grant.) 875 students in the Kinder – 5th grade participated in program 875 participated in all course work. __36.11___% or 316 students improved in subject area. _63.89____% or 559 students maintained at level in subject area. 36 of teachers participated in program. 4. Staff Development: 83 teachers participated in staff development. 83 teachers completed training.


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4th QUARTER REPORT


Program No. 8: Private, Non-Profit (PNP) Schools Participation Catholic Schools

• Catholic Schools: Technology Assisted Instructional Program (TAIP)

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Catholic Education Schools (Technology Assisted Instructional Program (TAIP)) Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. Implement the Grant Project ----------------------------------------- 2. At the beginning of the year,

70% of the participating students in the middle (6th to 8th grade) and high (9th to 12th grade) schools achieving at the 50th percentile or lower will show an improvement of 2 percentile points in the standardized post-test in language arts, reading, math, science, and social science.

1.1 Coordinate all activities with grant a. Order and deliver

materials

b. Train liaisons for schools

c. Monthly meetings with principals

-------------------------------------------------- 2. Implement individualized programs at

the schools. All skill areas will be reinforced through the use of textbooks, audio visual materials and other instructional materials that use technology as its avenue for teaching.

1.1 Orders submitted to CSO on a timely basis. b. Receiving report on file at CSO and School. c. Property Inventory Sheets on file at CSO and

School

. 1.2 Assessments of performance were based on

teacher-made tests checklists subject content tests provided by

software programs 2.a.Reading: 738 students in the 6th -12th grade participated in program 738 participated in all course work. _42.82____% or 316 students improved in subject area. __57.18___% or 422 students maintained at level in subject area. 29 of teachers participated in program. 2b. Language Arts:


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30% of the participating students will maintain or advance in the identified content areas. 3. At the end of the school year,

70% of the students in middle (6th-8th grades)and high (9th-12th grades)schools participating in the

700 students in the 6th – 12th grade participated in program 700 participated in all course work. __59.86___% or 419 students improved in subject area. _40.14____% or 281 students maintained at level in subject area. 22 of teachers participated in program. 2c Math: 738 students in the 6th – 11th grade participated in program 738 participated in all course work. _51.76____% or 382 students improved in subject area. _48.24____% or 356 students maintained at level in subject area. 22 of teachers participated in program. 3a. Science: 852 students in the 6th – 12th grade participated in program


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Objectives Activities Evaluation/Accomplishment/Status of Objectives technological program will acquire skills in the following areas:

3.1 Computer Literacy 3.2 Proficiency in problem

solving and data gathering in Math and Science.

3.3 Improvement in Language

proficiency. 3.4 Analytical and current event

research. ------------------------------------------------------------- 4. Staff development and

teacher training on technology use to increase student use in proficient research and scientific inquiry

3.1 Implement basic lessons on the usage

of the computer.

3.2 Student’s hands on lessons to improve association and calculation skills of mathematical and scientific information.

3.3 Utilizing computer programs to

enhance reading skills. 3.4 Use internet to receive updated

current event; data gathering; media reports

--------------------------------------------------4. Teachers will have access to

technology training to include effective instructional practices and strategies.

852 participated in all course work. _15.49____% or 132 students improved in subject area. __84.51___% or 720 students maintained at level in subject area. 33 of teachers participated in program. 3b. Social Science: 647 students in the 6th-12th grade participated in program 647 participated in all course work. _66.15____% or 428 students improved in subject area. _33.85____% or 219 students maintained at level in subject area. 23 of teachers participated in program. 4. Staff Development: 23 teachers participated in staff development. 23 teachers completed training.


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Program No. 8: Private, Non-Profit (PNP) Schools Participation

Saint Paul Christian Academy (SPCA) • Innovative Math, Reading, Data Collection Supplement

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program SPCS Innovative Math and Reading Program and Data Collection/Technology in the Classroom Phase I - III

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. 85% of enrolled students

will perform at grade level or above grade in all four content areas: Reading, Math, Science, and Social studies level.

2. School will be able to report student progress Monthly, Quarterly, and Annually through various standardized tests and methods.

1.1 Students will work through a research-proven software that supplements their Math & English Curriculum.

1.2 Students will take regular tests that will track their academic progress.

1.3 Students will utilize e-books to complete all class work and homework. 1.4 Students will have access to all tutorial links via e-book websites. 1.5 Students will access hardware such as desktop computer, laptop, and/or netbooks. 2.1 Teacher will submit biweekly and quarterly reports to Administration that show progress of students. 2.2 School Administrative Staff will submit biweekly and quarterly reports to students and parents that show student progress.

Administration observed teacher lesson plans through the student information system to ensure that all lessons applied the “technology in the classroom” e-books and supplemental software.

Administration conducted informal/ formal observations of classrooms in all grade levels to ensure that “technology in the classroom” was being implemented (observation for utilization of netbooks, laptops, electronic boards, etc) Administration observed student information system for the progress of students in terms of academic performance. Students utilized e-books in class (interactive on-line books with interactive tutorials, interactive labs, and interactive assessments) in class. Training for the Destination Reader and Destination Math Program was held during August 1-10, 2011 Administration prepared the infrastructure to revise the Student Information System from Renweb to PinPoint.


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Program #8 – PRIVATE, NON- PROFIT (PNP) Program SPCS Innovative Math and Reading Program and Data Collection/Technology in the Classroom Phase I - III

2.3 Teachers will continue to utilize technology to create lectures, assessments, and other learning activities in and out of the classrooms.

a. Teacher will submit biweekly and quarterly reports to Administration that show progress of students.

b. School Administrative Staff

will submit biweekly and quarterly reports to students and parents that show student progress.

c. Teachers will continue to

utilize technology to create lectures, assessments, and other learning activities in and out of the classrooms.

Teachers utilized power point presentations, interactive labs and simulations to present lessons in class. Teachers utilized power point presentations, interactive labs and simulations to present lessons in class.


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Asmuyao Community School (ACS) • Student Alternative Individualized Learning (SAIL) – At Risk

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Asmuyao Community School – Student Alternative Individualized Learning (SAIL) Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives 100% of ACS students will be given pre test in each subject are enrolled. 100% of ACS students will complete the CAPES, CAPS, COPES interest and needs survey. 100% of ACS students will receive feedback on the CAPES, CAPS, COPES 75% of ACS full time students enrolled in Language Arts, Social Studies, Math, and Science will score at the 50% percentile or above after 18 weeks of specialized instruction using the individual lesions provided in content areas.

Teachers administer pre-test Students will be given CAPES, CAPS, COPES, assessment. Teachers will go over results of CAPES, CAPS, COPES survey to develop customized course of study. Teachers will develop customized lessons based on student’s results of CAPE, CAPS, COPES, and use this lesson plan to guide student learning throughout semester

The lessons and exercises in Math, Reading, Language Arts, Social Studies and Science that will be aligned to student portfolios and performance standards. Teacher assessments will also be used to monitor and measure student performance and success during the duration of the course of study.

Data results of tracked student performance during the 18-week duration using program software assessments.

• Data reflects an increase in students’ scores between pre and post-tests.

Data results of student progress in mid and final exams in Math, Reading, and Language Arts.

• Data reflects an increase in students’ scores between pre and post-tests.

Monitor the use of software accessibility of each program’s software.

• Students were provided access to computer labs, and pre and post-tests were administered to track results.

Data results of frequency of student use of computer and software.

• Students were provided access to computer labs, and pre and post-tests were administered to track results.

Compare student progress post-test results upon completion of course of study. Data reflects an improvement from pre to post-tests.


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Southern Christian Academy • Improving Literacy Through Research and Technology

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Southern Christian Academy – Improving Literacy Through Research and Technology

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. Preschool and

Kindergarten Use resources to enhance teaching and learning in History and Science through the use of technology

Maximize students’ academic performances and critical thinking by integrating technology and life skills program with the school curriculum. Planner will be used in every grade level to assist and guide students in organization and career planning. Maximize students’ academic performances and critical thinking by using technology resources and agenda planner as a teaching strategy or learning preferences in History, Science, and Life Skills Classes. Administrator will work with faculty, students, and parents in making sure that program is meeting its goals and objectives and that timely evaluation is conducted and areas needing improvement followed through. Provide an in-service training for faculty and staff on how to use resources effectively.

1. (a)Verbal post tests were administered during this quarter in Letters and Sounds and Number Concepts and Recognition. 75% of the students who were new in the program indicated that they have learned the concepts taught during this period. 25% were returning students, and reflected progress in reading, math, and writing. Students began to recognize sounds and performed basic reading. Students practiced reading, counting and writing through technology assimilation. (b) 95% of kindergarten students were able to apply lessons learned through technology. Students were also able to develop fine motor skills through the use of technology.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 2. Elementary Effectively use

resources to enhance teaching and learning in the areas of Social Studies, Sciences, History, and Life Skills.

2. Weekly, mid quarter, and quarterly written and verbal tests, teacher/student interviews, student journals, sign-in sheets, parent’s signatures were used to evaluate how the program enhanced learning. To date, we are in the process of completing the students’ quarterly grades. Based on the mid quarter grades, majority of the students are passing their core subjects, although 20% of the students received failing marks.

98 % of the students utilized their Agenda Planner to write homework. Parents’ signatures are checked in the lower elementary level to make sure students complete daily homework.

100% usage of technology was reported this quarter in spite of the limited number of computers working.

At least twice a week, Discovery Education Program was utilized to enhance learning

• Formal weekly computer classes were conducted to provide introductory computer lessons for this quarter.

• Technology assimilation was increased in English, History and Science classes for simple research, book reports presentations, and power point presentations for class projects.

• Math classes integrated technology by providing differentiated instruction with doing Math exercises.

• Findings were presented on story problems, news reports, and researches.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives 3. Middle School/High

School To equip students to be lifelong active learners who are information literate, knowing how to research, analyze, evaluate, and apply information to real-life problems in History, Science, and Life Skills classes

To equip students in areas of electronic research which promotes creativity, critical thinking, cross-cultural communication, collaboration, and digital age literacy.

More opportunities for career planning and SAT College Board tests practice will be provided.

3. Students were given weekly oral and written tests and majority received passing scores on projects, class presentations, and written tests. Students were also evaluated using mid and quarter tests, projects, journals, and group work. To date, we are calculating the students’ quarter grades. Based on log sheets and interviews with students and teachers, we have noticed increased technology assimilation in all subject areas.

98% of the students participated in all the activities stated showing progress in most of the core subjects

96% of the students enrolled in computer classes applied lessons learned and had been actively involved in individual presentations as well as group presentations.

100% of the History classes took part in the web-based Discovery Education post viewing quizzes with 75% of the students passing the web-based generated quizzes.

Discovery Education Program was utilized to enhance learning in core subjects particularly in History and Science.

95% enthusiasm and interest in photo-journalism class had been observed. Photo-journalism students received a grade of 76 %- 95%.

Although four additional laptops were purchased this quarter, a need for more computers was noted.

Without hands-on tools in photo-journalism class and additional computers for all other


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classes, it is extremely hard for students to comprehend and appreciate the subject being taught.

95% of the Middle and High school students are using the Agenda Planners for class preparation and planning.

• Middle School students began computer classes once a

week and learned the basic components of Microsoft Power-point.

• High school classes began computer class three times a week and learned advanced features of Microsoft Power-point.

• Middle school and high school computer students conducted class presentations using power-point.

• Group presentations integrating students’ cultures were conducted using power-point by groups.

• Agenda Planners were used to assist students in daily planning and class preparations.

NOTE: We are in the process of procuring more computers next quarter.


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Program No. 8: Private, Non-Profit (PNP) Schools Participation 4H Fishery Program – University of Guam Cooperative

• Life Skill Fishery Program for At Risk, Low Income / Economically Challenge Students

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program 4H – Fishery Program – University of Guam Cooperative- Life Skill Fishery Program for At Risk, Low Income / Economically Challenged Students

Objectives Activities Evaluation/Accomplishment/Status of Objectives To provide non-formal education workshops, an educational enrichment program, awareness, and demonstration sites to promote Guam traditional fishing methods.

To provide a series of demonstrations and public awareness at selected sites on Guam to promote hands-on learning activities and to provide the local youth with the opportunity and skills to be more effective in traditional fishing methods.

3 Fishery Workshops will be conducted in Summer and 1 in Christmas. Series of traditional fishing techniques will be conducted

• Two Summer Workshops were conducted from July to August, 2011. The Youth Fishery was a three-week program with 335 Elementary and 211 Middle School Students who participated.that was held from July 5th – July 22nd. The High School Fishery was a two-week program for 160 High School Students that was held from July 25th – August 3rd.

• Beginning September 28, a weekly In-School Fishery

Workshop was held at J.P. Torres Alternative School. There are 96 Middle School and 51 High School Students who attended the In-School Fishery Workshop.

• Beginning September 28, 2011, twenty-six workshops with

915 participants were provided with pre- and post-evaluations. The evaluation results indicated that 97 % strongly agreed that they have acquired knowledge and skills. Additionally, 96% of the participants strongly agreed that they learned Life Skills such as Teamwork, Contribution to Group Effort, Communication, Learning to Learn, Wise Use of Resources, Self-Responsibility, and Marketable Skills.

• The UOG 4-H Fishery participated the Gupot y Peskadot held

at the Fisherman’s Co-op on August 13, 2011. The UOG 4-H Fishery Program had a display providing information that promoted hands-on learning in addition to demonstrations of the activities from Program.


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Objectives Activities Evaluation/Accomplishment/Status of Objectives To create collaborative partnerships with local agencies and traditional fishermen for the promotion and sustainability of traditional fishing methods.

Guest speakers (traditional fishermen) will demonstrate different traditional practices.

• The UOG 4-H Fishery Program had a display providing

information and promoting hands-on learning during Sanctuary’s Annual Event “Too Cool to Do Drugs” held at the Marriott Hotel on September 5, 2011.

• The UOG 4-H Fishery Program invited prominent local

fishermen (Dan Narcis, Manny, Duenas, Ray Flores, and others) to be guest speakers wherein they shared knowledge about different Fishing Techniques and practices with the 4H FisheryParticipants.

• The UOG 4-H Fishery Program partnered up with local

agencies such as the Department of Agriculture, the United States Coast Guard, University of Guam Marine Laboratory, Big Hook, Fa’nu’i and others to support and promote sustainability of traditional fishing methods amongst the Program’s Participants.


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Evangelical Christian Academy (ECA) • Program Academic Freedom

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Evangelical Christian Academy (ECA) –Program Academic Freedom

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. Following one year of

participation in the computerization program students which who were at risk of dropping out will test for academic improvement.

2. Following one quarter of

participation in the computerization program students will be evaluated for academic achievement.

a. Measure the increase in academic achievement and document productivity. Resulting in 80% or better on test scores.

b. Measure the retention and mastery of the material assigned.

a. Documentation of

student’s improvements. b. Measure the retention and

mastery of material assigned.

52 of 53 students had full participation in Academic Freedom were measured for retention and mastery of text material. 60% of middle school students received a score of 80% after the second test. Academic projection planning will proceed upon receipt of computers, requisitions will are currently being re-entered into the MUNIS system. Students were measured for retention and mastery of text material. Students have classroom and home access to educational material available in the database. 60% of middle school students received a score of 80% after the second test. Academic projection planning will proceed upon receipt of computers, requisitions will are currently being re-entered into the MUNIS system.


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4th QUARTER REPORT


Program No. 8: Private, Non-Profit (PNP) Schools Participation Saint John’s School

• English Language Institute (ELI) Program

October 2011

Program #8 – PRIVATE, NON- PROFIT (PNP) Program Saint John’s School – English Language Institute (ELI) Program

Objectives Activities Evaluation/Accomplishment/Status of Objectives OBJECTIVE 1: Provide greater access to the AR program for each student.

OBJECTIVE 2: Increase on-site instructional and administrative capacity to effectively manage the AR and ESL program.

ACTIVITIES: 1. Procure additional

computers for each classroom.

2. Establish laptop carts for each grade from Kindergarten through Eighth grade.

3. Establish a dedicated New Media Lab.

ACTIVITIES: 1. Establish a team to

effectively implement, monitor, and report upon the progress of the expanded use of the AR software and learning programs. a. ELI Program

Manager

1. A vendor has been selected for the procurement, installation,

and maintenance of computer hardware and software. Requisitions have been inputted into the MUNIS system during the months of June and July. Requisitions are pending approvals. (50% progress in achieving objective.)

2. A vendor has been selected for the procurement, installation, and maintenance of computer hardware and software. Requisitions have been inputted into the MUNIS system during the months of June and July. Requisitions are pending approvals. (50% progress in achieving objective.)

3. A site on campus has been identified for the New Media Lab.

A vendor has been selected for the procurement, installation, and maintenance of computer hardware and software. Requisitions have been inputted into the MUNIS system during the months of June and July. Requisitions are pending approvals. (50% progress in achieving objective.)


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Objectives Activities Evaluation/Accomplishment/Status of Objectives OBJECTIVE 3: Maintain a highly qualified cadre of English and ESL teaching professionals.

OBJECTIVE 4: Improve data collection and reporting.

b. ELI Project Director c. ELI Teaching

Assistants/Lab Technicians

d. ELI Program Instructor

e. Federal Program Compliance Monitor and Evaluator

ACTIVITIES: 1. Recruit and retain highly

qualified teaching professionals.

2. Provide access to training on a regular basis.

ACTIVITIES: 1. Formally commence

discussions and documentation on the results of ELI related

1. Ongoing. In addition to existing faculty who will be

returning to teach for AY 2011-2012, St. John’s School will recruit and orientate the new English and Math instructors at the elementary and middle school level about the grant, the goals stipulated in the grant, and the reporting requirements. School faculty has been identified. Orientation is scheduled for early fall 2011. (50% completed).

2. A faculty member was approved and did attend a technology in education conference in the summer of 2011. An after-action report and schedule for training of other educators and staff is pending.

(50% completed).

1. Fall 2011 is when the program will be fully implemented. The first year data will be discussed on a quarterly basis with school faculty and staff. (0%).


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Objectives Activities Evaluation/Accomplishment/Status of Objectives OBJECTIVE 5: Ensure that the federally funded program is being implemented efficiently, effectively, and in accordance with all applicable rules and procedures.

program data with GDOE and other interested educational institutions.

2. Establish baseline for students based on previous year’s performance.

3. Establish program

benchmarks.

4. Continue to work with GDOE to provide technical assistance.

ACTIVITIES: 1. Conduct periodic review of program activities, procurement documentation, and other program related material.

2. Prior years’ data are available and have been collated. (50%).

3. Benchmarks will be established at the start of the new academic year beginning in the fall of 2011. (0%).

4. GDOE and Third Party officials have been providing technical assistance on a consistent basis with respect to reporting requirements and data entry for procurement. (50%).

1. This activity will commence when program is underway.

(0%).


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4th QUARTER REPORT


Program No. 9: Education Technology Student Management System

October 2011

Program #9 – EDUCATION TECHNOLOGY Student Management System

Objectives Activities Evaluation/Accomplishment/Status of Objectives 1. 100% of the

equipment, software, peripherals and supplies will be provided for training

2. 80% of the end-users will be provided new and/or advanced training.

Provide equipment, software, peripherals and supplies needed. Determine the number of computers to provide a ‘roving computer lab’ for participants to utilize during the SMS training. Procure items according to need. Provide Training for end users.

- Continued implementation of the “Training Trainers” model.

- Training in Power

School SMS, End of Term, PS Scheduler, PS Object training.

Current status is pending the award of IFB 006-2011 to procure the needed equipment, software, peripherals and supplies. Focus on grant activities has been with the writing of bids and the bid process in order to move forward with procurement. Intent for roving computer lab to be used by the school in-service training for Power Teacher and Power School. Due to concerns regarding security in the schools, it was determined in conjunction with Third Party approval to plan for the purchase of 16 mobile laptop carts. The funding with Federal Programs approval will carry-over to 2011 Consolidated Grant for final purchase and implementation of the training(s). This activity is on-going; pending the availability of equipment- There was no training for Trainers over school summer vacation. Activities will carry-over to 2011 Consolidated Grant. On-Going: The following training was provided between July 1st and September 30th: • September 2011 September 30, data gathering training


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- Trainer initial training for end-users update.

- School Personnel

(Administrators, Support Staff, Teachers, Guidance Counselors, Health Counselors, and Special Programs Personnel such as English Secondary Language (ESL), Special Education (SPED), Parent, Family, Community Outreach (PFCO).

- Training of Students for Student Portal.

- Training of Parents for the Parent Portal.

- Provide On-line training

39 of 41 schools sent participate Task: Clean database records Provide Enrollment Summary Report Attendance Summary by Grade Report ADA/ADM by Date Report Activity Cancelled: Unable to begin student and part portal. All teachers need to have accessed Power School to input information. Lack of equipment for teachers prevented this from happening. Activity Cancelled: Unable to begin student and parent portal. All teachers need to have accessed Power School to input information. Lack of equipment for teachers prevented this from happening.


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3. 100% of the district will have an updated and reliable central system.

- Attend NCES conference to provide a better understanding of best practices for student information and management of data collection. It will allow the opportunity to network with other student information system vendors, and be exposed to other state’s practices in managing student information.

- Attend Power School University which provides training sessions presented by other school districts, as

Many sessions were based on Data privacy and State Longitudinal Data System (SLDS). I was introduced to the PTAC, which is USDOE’s Privacy Technical Assistance Center. The PTAC was created to provide best practice and technical assistance with issues revolving around privacy on SLDS types of systems. They are still growing and evolving and will be providing technical assistance on security, security audits, data governance, or basically anything that dealt with privacy at a whole. This information was helpful as the infrastructure at DOE advances and working on security in our data center related to the new Financial Management System (FMIS) being introduced at DOE. Several sessions presented models and use of Longitudinal Data Systems. Given the district’s need to keep student achievement data for reporting and curricular/instructional planning, these sessions gave a broader understanding for applying the information and steps taken to create a LDS. Overall, the conference was filled with information that provides GDOE with insight and knowledge of the different topics mentioned above. However, the conference is not a training program that is a one size fits all. It provides Guam with fresh and continuing ideas that the US is working on, moving to, and accomplishing. 9 People attended PowerSchool University July 2011 San Diego, California July 10-15, 2011


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Objectives Activities Evaluation/Accomplishment/Status of Objectives well as Power School for best practices and implementation of Power School.

PowerSchool University is 24 hours of hands-on, intensive classes over four days, taught by certified PowerSchool trainers. GDOE was provided advanced and intermediate levels of PowerSchool functionality and usage. Training was provided for: • New Essentials for Custom Pages. Attendees learn about changes

in PowerSchool 7.0 that will affect page customization. I was able to see how new features like the Localization Toolkit, plus the use of jQuery and CSS change the procedures for creating custom pages in PowerSchool. This course is a required pre-requisite for all PowerSchool customization classes. The class was informative in the basics of page customization and reverse engineering of PowerSchool pages.

• System Administrator: Server Settings. The class was focused on making the job easier by using PowerSchool Administrator to: check on backups, edit retention policies, check system configuration, and look at system alerts. We also learned to connect to your server with Remote Desktop, use Flashback to restore your database, DataDump to set up a test server, manage your Tomcat server, and work with server logs and syncing to optimize your server. The class was accompanied by an evening lab (6pm-9:30pm) which we actually did a manual DataDump, manipulated and changed data on a live server, deleted the data, and did a restore. The class was great information on ensuring that our student information was safe in the event of any disasters.

• System Administrator: System Settings. The class focused on the architecture of PowerSchool and its included applications, as well as how to establish security groups and configure user security settings. We configured settings for users to connect with Tomcat-


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served applications like Power Teacher and Report Works, and set up Address Management for your district to use. We learn to manage Mobile pages, Guardian Single Sign-On, and connect to the database directly via ODBC.

• Introduction to SQL in PowerSchool Queries. We learned to get data directly from Power School’s Oracle database. We learned about the PowerSchool database structure and how to use Oracle's SQL query tool. There were numerous hands-on queries using basic SQL commands, and practice using tables and Power Views in simple and joined queries. We learned enough intro to extract basic information.

• Advanced SQL in PowerSchool Queries. The class was a primer of the Intro to SQL experience. The class tackled a series of challenging queries. We learned how to construct and troubleshoot queries with multiple joins, built-in pivots, functions, and conditions. It was an advanced class in a compress time period with just enough information and samples to create complex queries. Overall, this class needs additional time and practice to fully grasp the material.

• PowerSchool Mobile. PowerSchool provides features and applications to keep your school administrators and teachers productive even when they are not sitting at their computers. This class focused on the Mobile components of PowerSchool. We learned to configure PowerSchool to make the mobile features available to your faculty and staff and how they can take advantage of these features using an iPhone, iPod Touch, iPad, and Android Phone. We did a couple of tests and actually made the changes on our GDOE server which is now Mobile


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Objectives Activities Evaluation/Accomplishment/Status of Objectives Renew support and maintenance contract for Power School

accessible.

• Intermediate JavaScript. This class was very technical. It was to build upon basic knowledge of JavaScript and learn to validate data in your custom pages using the Document Object Model. We learned to extract information as well as create scripts to address dynamic pages. This class needed additional time and practice to fully implement.

The group also had a sit down, one-on-one regarding several of their schedules and a couple of errors that we were getting out of PowerSchool. We discussed several strategies to ensure that the information is beneficial to the department.

Finally, this training is for intermediate to advance PowerSchool users. The training provides the district with inside knowledge of PowerSchool and ways to be able to maximize the use of the system. PowerSchool License and Distance Learning contract was paid in July 2011 to support the district’s student management system/users.


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CFDA 84.403


4th QUARTER REPORT

II. PARTICIPATING SCHOOLS

October 2011

Alternative DEED Career/Tech Direct Educational English as a Eskuelan Puengi Gifted & Parent/Family Private Safe and Secondary Standards Success Summer Tchr. RetentionNo. ELEMENTARY School After Sch. Prog. Ed GCC Instruction Tech. Second Language (After Sch.) Prog. Talented Outreach Non Profit Drug Free School Reform Based Ed. for All Programs Program1 Adacao x x x x x x x x x2 Agana Heights x x x x x x x x x3 As Tumbo x x x x x x x x x x4 BP Carbullido x x x x x x x x x5 Chief Brodie Memorial x x x x x x x x x6 CL Taitano x x x x x x x x x7 DL Perez x x x x x x x x x x8 Finegayan x x x x x x x x x9 FQ Sanchez x x x x x x x

10 HB Price x x x x x x x x11 HS Truman x x x x x x x x x12 Inarajan x x x x x x x x x x13 JM Guerrero x x x x x x x x x x14 JQ San Miguel x x x x x x x x x x15 LB Johnson x x x x x x x x x x16 Liguan x x x x x x x x x17 MA Sablan x x x x x x x x x18 MA Ulloa x x x x x x x x x19 Machananao x x x x x x x x20 Merizo Martyrs x x x x x x x x x21 MU Lujan x x x x x x x x x22 Ordot/Chalan Pago x x x x x x x x x x23 PC Lujan x x x x x x x x24 Talofofo x x x x x x x x x x25 Tamuning x x x x x x x x x26 Upi x x x x x x x x x27 Wettengel x x x x x x x x x

TOTAL 0 26 0 11 27 27 0 27 27 27 0 27 10 27 10 MIDDLE

28 AI Johnston x x x x x x x x x29 As Tumbo x x x x x x x x x30 FB Leon Guerrero x x x x x x x x31 Inarajan x x x x x x x x x32 JLG Rios x x x x x x x x x33 LP Untalan x x x x x x x x x34 Oceanview x x x x x x x x x x35 VSA Benavente x x x x x x x x

TOTAL 8 0 0 0 8 8 0 8 8 0 8 1 8 0 8 6HIGH

36 JF Kennedy x x x x x x x x x x x37 Okkodu x x x x x x x x x x x38 Simon Sanchez x x x x x x x x x x x39 Southern x x x x x x x x x x x40 George Washington x x x x x x x x x x x

TOTAL 5 0 5 0 5 5 4 5 5 0 5 1 5 0 5 5OTHERS

41 Dept. of Youth Affairs42 Private Non-Profit 15 23 x

TOTAL 0 0 0 0 0 0 0 15 0 23 0 0 0 0 1 0GRAND TOTAL 13 26 5 11 40 40 4 55 40 23 40 2 40 10 41 21

NO CHILD LEFT BEHIND - TITLE V-A PROGRAMS

As of 9/30/11

FOURTH QUARTER REPORT - PARTICIPATING SCHOOLS (GDOE)FY 2010/2011

Consolidated Grant


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CFDA 84.403


4th QUARTER REPORT

III. EXPENDITURE REPORTS

S403A090002 S403A100002

October 2011


CFDA 84.403


4th QUARTER REPORT


S403A090002 – 22.09.12

October 2011

CFDA # : 84.403A Grant Award Period: 07/01/09 - 09/30/10Grant Title: Consolidated Grant To Insular Areas (* - With Tydings Amendment)

Grant Award No. : S403A090002 Grant Award Amount:Date Awarded: G/L Account #: 22.09.12.00.00.XXX.8200

Administering Division: Federal Programs Division Supplemental Grant Award Amount:New Total:

CFDA # / Program TitleCarry Over

ApproriationsFirst Quarter Expenditures

Second Quarter Expenditures

Third Quarter Expenditures

Fourth Quarter Expenditures July August

Preliminary September

FISCAL YTD EXPENDITURES ENCUMBRANCES

Unexpended Balance % Unspent

Salaries 7,972,387.66 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - 8206 - - - - - - - - - - - System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - - - 0% • Secondary School Reform ( 8216) 18,161.55 - - - 4,445.01 - 1,025.77 3,419.24 4,445.01 - 13,716.54 0%#2 – READING AND MATH REFORM PROGRAM - 0% • Direct Instruction Program ( 8202) 2,025,520.47 363,955.26 548,242.83 503,680.98 588,334.62 162,874.80 255,190.33 170,269.49 2,004,213.69 21,306.78 1%#3 – IMPROVING TEACHER QUALITY - 0%

. Teacher Retention ( 8220 ) 287,247.77 71,010.64 83,526.39 72,227.16 83,095.27 23,787.71 35,519.87 23,787.69 309,859.46 (22,611.69) -8%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0% • Parent-Family-Community Outreach Program (8221) 491,033.40 122,132.85 155,003.94 125,207.00 151,799.78 43,714.60 65,644.91 42,440.27 554,143.57 (63,110.17) -13% • Dept. of Ed. Extended Day Program (DEED) 452,815.64 238,520.55 211,440.09 140,794.81 - - - - 590,755.45 (137,939.81) -30% • Summer School Program (8227) (116,020.86) - - - - - - - - (116,020.86) 0% • ESL ( 8226 ) 2,497,461.14 544,646.76 689,208.67 608,414.63 635,550.40 175,021.12 262,097.16 198,432.12 2,477,820.46 19,640.68 1% • Eskuelan Pueńgi Program (8210) 141,029.87 - 77,991.97 68,333.43 - - - 146,325.40 (5,295.53) -4% • Success for All Program (SFA) - 8225 1,190,958.31 231,487.72 326,636.41 292,575.34 382,190.65 93,710.22 174,808.80 113,671.63 1,232,890.12 (41,931.81) -4% • School Resource Officer (SRO) Anti-Bullying - 8201 - - - 0% • School Resource Officer (SRO) Children At Risk - 8208 - - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0% d) School Action Plan (SAP) - - 0%#5 – ALTERNATIVE SCHOOL (8203) 439,992.24 121,718.78 144,350.87 120,844.17 164,385.17 46,775.69 70,740.13 46,869.35 551,298.99 (111,306.75) -25%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant

- - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 136,835.00 41,721.55 53,835.90 40,071.27 82,126.78 32,428.77 35,564.47 14,133.54 217,755.50 (80,920.50) -59%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - - 0% • Catholic Schools ( TAIP ) - 8215 - - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - - 0% • PNP ( SOUTHERN CHRISTIAN) - 8218 - - - 0% • PNP ( ASMUYAO COMM. LEARNING) 8223 - - - 0%#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE 260,773.74 68,180.82 89,362.75 82,208.59 55,158.30 20,317.08 20,975.91 13,865.31 294,910.46 (34,136.72) -13%#13 – STATE ADMINISTRATION 146,579.39 25,413.72 32,617.01 35,852.06 73,551.38 18,588.78 33,028.45 21,934.15 167,434.17 (20,854.78) -14%

SUB-TOTAL: 7,972,387.66 1,828,788.65 2,412,216.83 2,090,209.44 2,220,637.36 617,218.77 954,595.80 648,822.79 8,551,852.28 - (579,464.62) -7%

Overtime - - - - 0% • Dept. of Ed. Extended Day Program (DEED) 7,294.34 4,420.06 2,874.28 1,972.15 - - - - 9,266.49 (1,972.15) 0%

- - - - 0%- - - - - - - - - - 0%

SUB-TOTAL: 7,294.34 4,420.06 2,874.28 1,972.15 - - - - 9,266.49 - (1,972.15) 0%Benefits 2,417,243.17 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - - - - - - - - - 0%System-Wide Needs / Changes • Elementary School Reform - PREL ( 8228) - - - - - - - 0% • Secondary School Reform 4,924.77 - - - 1,017.46 - 234.80 782.66 1,017.46 3,907.31 0%#2 – READING AND MATH REFORM PROGRAM • Direct Instruction Program 613,603.00 124,013.34 169,413.67 156,334.08 167,171.70 48,936.58 72,212.47 46,022.65 616,932.79 (3,329.79) -1%#3 – IMPROVING TEACHER QUALITY . Teacher Retention ( 8220 ) 90,546.62 22,708.03 26,886.72 23,019.65 22,039.82 6,427.68 9,394.48 6,217.66 94,654.22 (4,107.60) -5%

$23,983,357.00

FISCAL YEAR 2011 4TH QUARTER

$23,870,108.00July 1, 2009

$113,249.00


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$23,983,357.00


$23,870,108.00July 1, 2009

$113,249.00

#4 – EXPANDED LEARNING OPPORTUNITIES (ELO)

• Parent-Family-Community Outreach Program 166,667.32 46,430.12 58,313.53 47,545.33 50,193.88 15,308.29 21,802.09 13,083.50 202,482.86 (35,815.54) -21% • Dept. of Ed. Extended Day Program (DEED) 26,798.99 16,554.54 18,700.79 9,195.23 - - - - 44,450.56 (17,651.57) -66% • Summer School Program (1,232.42) - - - - - - - - (1,232.42) 0% • ESL 809,027.64 187,313.59 240,062.32 215,397.28 188,932.13 54,200.33 77,785.91 56,945.89 831,705.32 (22,677.68) -3% • Eskuelan Pueńgi Program 6,198.94 - 3,582.82 2,888.44 - - - - 6,471.26 (272.32) 0% • Success for All Program (SFA) 377,064.21 79,522.25 115,306.88 104,378.60 104,726.04 28,274.71 45,846.44 30,604.89 403,933.77 (26,869.56) -7% • School Resource Officer (SRO) Anti-Bullying - 8201 - - • School Resource Officer (SRO) Children At Risk - 8208 - - • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 140,165.47 38,872.14 46,949.44 40,542.82 48,061.04 14,446.93 20,461.70 13,152.41 174,425.44 (34,259.97) -24%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 51,723.46 14,864.50 18,947.98 14,309.70 18,761.75 3,958.27 10,611.04 4,192.44 66,883.93 (15,160.47) -29%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - - - 0% • Catholic Schools ( TAIP ) - 8215 - - - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - - - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - - - - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 - - - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE 88,375.78 24,297.26 31,382.64 29,417.80 16,198.59 6,257.18 6,068.09 3,873.32 101,296.29 (12,920.51) -15%#13 – STATE ADMINISTRATION 43,379.39 7,841.01 10,075.98 12,142.51 22,832.59 5,894.32 10,293.37 6,644.90 52,892.09 (9,512.70) -22%

SUB-TOTAL: 2,417,243.17 562,416.78 739,622.77 655,171.44 639,935.00 183,704.29 274,710.39 181,520.32 2,597,145.99 - (179,902.82) -7%Personnel Cost 10,396,925.17 2,395,625.49 3,154,713.88 2,747,353.03 2,860,572.36 800,923.06 1,229,306.19 830,343.11 11,158,264.76 - (761,339.59)

Travel 838,775.68 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 403,004.56 - - 122,035.31 279,938.07 170,828.66 110,140.59 (1,031.18) 401,973.38 1,031.18 0%System-Wide Needs / Changes • Elementary School Reform - PREL ( 8228) - • Secondary School Reform - - - - - - - - - - 0%#2 – READING AND MATH REFORM PROGRAM • Direct Instruction Program 15,330.00 - - - 51,996.29 52,893.32 (897.03) - 51,996.29 (36,666.29) -239%#3 – IMPROVING TEACHER QUALITY . Teacher Retentiom ( 8220 ) 56,137.26 - 21,137.26 20,235.07 4,551.54 5,844.45 (1,176.75) (116.16) 45,923.87 10,213.39 0%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO)

• Parent-Family-Community Outreach Program 22,302.49 - - - 22,302.49 - 14,853.84 7,448.65 22,302.49 - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 50,607.44 - 5,482.44 60,064.99 (20,242.21) 31,794.88 (52,053.31) 16.22 45,305.22 5,302.22 0% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 50,000.00 - - - 37,140.50 10,046.92 (4,557.72) 31,651.30 37,140.50 12,859.50 0% • School Resource Officer (SRO) Anti-Bullying - 8201 2,527.00 - - 764.00 1,763.00 - 1,763.00 - 2,527.00 - 0% • School Resource Officer (SRO) Children At Risk - 8208 - - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - 0%


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$23,983,357.00


$23,870,108.00July 1, 2009

$113,249.00

#5 – ALTERNATIVE SCHOOL 58,119.55 - 22,733.31 1,149.90 544.22 - 544.22 - 24,427.43 33,692.12 58%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 148,000.00 - - 8,128.40 10,784.24 22,483.76 (11,699.52) - 18,912.64 129,087.36 87%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - 0% • Catholic Schools ( TAIP ) - 8215 - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 3,908.46 - 3,908.46 - - - - - 3,908.46 - 0%#12 – LEA TECHNICAL ASSISTANCE 1,250.40 - 4,510.86 - - - - - 4,510.86 (3,260.46) -261%#13 – STATE ADMINISTRATION 27,588.52 - 24,328.06 194.17 - - - - 24,522.23 3,066.29 11%

SUB-TOTAL: 838,775.68 - 82,100.39 212,571.84 388,778.14 293,891.99 56,917.32 37,968.83 683,450.37 - 155,325.31 19%Contractual Srvs. 5,614,836.22 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - 711,090.44 - 797.80 - - - - - 797.80 79,790.00 630,502.64 89%System-Wide Needs / Changes • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform - 8216 291,864.45 - 49,716.46 242,147.99 - - - - 291,864.45 - - 0%#2 – READING AND MATH REFORM PROGRAM • Direct Instruction Program 894,007.32 10,995.00 3,805.99 466,129.50 168,227.50 151,937.50 10,860.00 5,430.00 649,157.99 52,528.01 192,321.32 22%#3 – IMPROVING TEACHER QUALITY . Teacher Retention ( 8220 ) 8,615.88 - (6.90) - 2,742.33 2,493.64 - 248.69 2,735.43 445.56 5,434.89 0%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) • Parent-Family-Community Outreach Program - - - - - - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 58,469.00 - 3,258.00 4,887.00 - - - - 8,145.00 50,324.00 86% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 1,798,940.16 - 3,258.00 54,887.00 201,965.46 201,965.46 - - 260,110.46 1,543,505.70 (4,676.00) 0% • School Resource Officer (SRO) Anti-Bullying - 8201 703,585.25 - - 34,182.88 (1,328.48) (1,328.48) - - 32,854.40 669,402.37 1,328.48 0% • School Resource Officer (SRO) Children At Risk - 8208 15,000.00 - - - 15,000.00 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 16,000.00 - - - - - - - - 16,000.00 - 0%#5 – ALTERNATIVE SCHOOL 1,000.00 - - - - - - - - 360.00 640.00 64%

#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - 8205 32,500.00 - 28,435.78 - - - - - 28,435.78 4,064.22 0.00 0%

#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant 8212 221,441.00 - 120,408.24 - - - - - 120,408.24 101,032.76 - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant 8213 94,832.00 - 83,059.29 - - - - - 83,059.29 11,772.71 0.00 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 15,000.00 - - 10,127.75 3,220.00 - 3,220.00 - 13,347.75 500.00 1,152.25 8%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 69,310.45 - - - - - - - - - 69,310.45 0% • Catholic Schools ( TAIP ) - 8215 - - - - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - - - - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - - - - - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 1,413.00 - - - 1,413.00 0%


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$23,983,357.00


$23,870,108.00July 1, 2009

$113,249.00

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 79,897.12 - 79,897.12 - - - - - 79,897.12 - 0%#12 – LEA TECHNICAL ASSISTANCE 551,870.15 - 1,500.00 - - - - - 1,500.00 509,034.27 41,335.88 7%#13 – STATE ADMINISTRATION 50,000.00 - - 49,691.84 (14,509.84) - - (14,509.84) 35,182.00 14,818.00 30%

SUB-TOTAL: 5,614,836.22 10,995.00 374,129.78 862,053.96 360,316.97 355,068.12 14,080.00 (8,831.15) 1,607,495.71 3,003,435.60 1,003,904.91 18%Supp. & Mtrls. 1,318,067.93 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 82,280.00 - - 1,933.45 3,060.90 5.26 193.90 2,861.74 4,994.35 73,662.98 3,622.67 0%System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform 152,820.05 - - - 4,275.29 - 2,266.40 2,008.89 4,275.29 21,416.14 127,128.62 0%#2 – READING AND MATH REFORM PROGRAM - 0% • Direct Instruction Program 589,023.07 - - 283,930.44 - - - - 283,930.44 8,155.50 296,937.13 50%#3 – IMPROVING TEACHER QUALITY - . Retentiom 14,667.31 - - - 2,138.35 - 2,138.35 - 2,138.35 12,111.91 417.05 3%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - • Parent-Family-Community Outreach Program - - - - - - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program 2,151.97 837.74 90.35 539.25 - - - - 1,467.34 - 684.63 32% • ESL 71,161.95 - 1,010.60 127.80 36.53 - - 36.53 1,174.93 60,695.31 9,291.71 13% • Eskuelan Pueńgi Program 1,049.56 - - - 17.60 - - 17.60 17.60 - 1,031.96 98% • Success for All Program (SFA) 225,805.33 - - - 1,968.49 - 1,592.74 375.75 1,968.49 76,601.62 147,235.22 65% • School Resource Officer (SRO) Anti-Bullying - 8201 8,591.75 - - - - - - - - 8,591.75 0% • School Resource Officer (SRO) Children At Risk - 8208 - - - - - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 5,749.42 - - - 2,007.00 - 1,474.65 532.35 2,007.00 3,742.42 65%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 97,843.39 - - - 543.22 - - 543.22 543.22 24,124.63 73,175.54 75%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 23,100.00 - - - - - 2,340.00 20,760.00 0% • Catholic Schools ( TAIP ) - 8215 24,116.62 - - - - - - - - 32,312.23 (8,195.61) 0% • Catholic Schools ( ST. PAULS ) - 8217 - - - - - - - - - - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - - - - - - - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 3,769.00 3,001.73 - 2,265.28 736.45 3,001.73 587.43 179.84 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 2,312.96 - - - - - - - - 2,297.62 15.34 0%#12 – LEA TECHNICAL ASSISTANCE 8,689.46 - - - - - - - - 660.45 8,029.01 92%#13 – STATE ADMINISTRATION 4,936.09 - - 250.26 1,281.87 - 942.45 339.42 1,532.13 84.50 3,319.46 67%

SUB-TOTAL: 1,318,067.93 837.74 1,100.95 286,781.20 18,330.98 5.26 10,873.77 7,451.95 307,050.87 315,050.32 695,966.74 53%Equipment 2,035,612.96 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - - - - - - - - - - 0%System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform 172,800.00 - - - - - - - - 172,800.00 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 18,206.80 - - - - - - - - 15,342.18 2,864.62 16%#3 – IMPROVING TEACHER QUALITY - 0% . Retentiom 18,950.00 - - - - - - - 7,024.82 11,925.18 0%


219 of 230












$23,983,357.00


$23,870,108.00July 1, 2009

$113,249.00

#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0% • Parent-Family-Community Outreach Program - - - - - - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 26,200.00 - - - - - - - - 26,200.00 0% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 219,126.88 - - - - - - - - 6,326.88 212,800.00 0% • School Resource Officer (SRO) Anti-Bullying - 8201 - - 0% • School Resource Officer (SRO) Children At Risk - 8208 - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL - - - - - - - - - - 0%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 71,673.08 - - - - - - - - 3,150.00 68,523.08 0%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 138,711.72 5,385.47 64,195.47 30,272.21 7,057.00 - 4,767.00 2,290.00 106,910.15 - 31,801.57 0% • Catholic Schools ( TAIP ) - 8215 423,242.38 - - - - - - - 260,496.37 162,746.01 0% • Catholic Schools ( ST. PAULS ) - 8217 81,952.00 - - - - - - - - 81,952.00 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 26,994.00 - - - - - 14,568.00 14,568.00 25,595.20 (13,169.20) 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 3,295.00 - - - - - - - 3,243.00 52.00 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE 834,461.10 - - - - - - - - - 834,461.10 0%#13 – STATE ADMINISTRATION - - - - - - - - - - - 0%

SUB-TOTAL: 2,035,612.96 5,385.47 64,195.47 30,272.21 21,625.00 - 4,767.00 16,858.00 121,478.15 321,178.45 1,592,956.36 78%Miscellaneous 94,725.00 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 28,625.00 - - - - - - - - 28,625.00 0%System-Wide Needs / Changes - - 0% • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform - - - - - - - - - - 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program - - - - - - - - - - 0%

#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0% • Parent-Family-Community Outreach Program - - - - - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 15,000.00 - - - - - - - - 15,000.00 0% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 11,650.00 - - - - - - - - 11,650.00 0% • School Resource Officer (SRO) Anti-Bullying - 8201 - 0% • School Resource Officer (SRO) Children At Risk - 8208 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL - - - - - - - - - - 0%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%

#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 39,450.00 - - - - - - - - 39,450.00 100%


220 of 230












$23,983,357.00


$23,870,108.00July 1, 2009

$113,249.00

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - 0% • Catholic Schools ( TAIP ) - 8215 - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - 0%


• PNP - ( ASMUYAO COMM. LEARNING) - 8223 - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE - - - - - - - - - - 0%#13 – STATE ADMINISTRATION - - - - - - - - - - 0%

SUB-TOTAL: 94,725.00 - - - - - - - - - 94,725.00 100%Utilities - #13 – STATE ADMINISTRATION - - - - - - - - - - 0%

SUB-TOTAL: - - - - - - - - - - - 0%Capital Outlay - • Catholic Schools ( TAIP ) - 8215 - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - 0%

• Catholic Schools ( SOUTHERN CHRISTIAN) - 8218 - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE - - - - - - - - - - 0%#13 – STATE ADMINISTRATION - - - - - - - - - - 0%

SUB-TOTAL: - - - - - - - - - - - #DIV/0!Indirect Cost 240,025.98 - - - - - - - Direct Instruction - 8202 39,101.90 - - - - - 39,101.90 0%Alternative - 8203 14,417.76 - - - - - 14,417.76 0%State Administration - 8204 6,872.24 - - - - - 6,872.24 0%Gifted and Talented 5,089.69 - - - - - 5,089.69 0%Recruitment - - - - - - 0%Eskuelan Puengi 5,017.67 - - - - - 5,017.67 0%LEA Activities 14,543.98 - - - - - 14,543.98 0%Secondary School Reform 3,063.62 3,063.62 0%District Action Plan - - - - - - 0%Retention 3,299.00 - - - - - 3,299.00 0%Parent Family Outreach Program 19,521.35 - - - - - 19,521.35 0%Deed 12,068.48 - - - - - 12,068.48 0%Success for all program 34,717.29 - - - - - 34,717.29 0%ESL 56,671.93 - - - - - 56,671.93 0%Summer 25,641.07 - - - 6,083.68 6,083.68 6,083.68 19,557.39 0%Elem. School Reform ( PREL) - - 0%

SUB-TOTAL: 240,025.98 6,083.68 6,083.68 6,083.68 - 233,942.30 0%Operational Costs 10,142,043.77 17,218.21 521,526.59 1,391,679.21 789,051.09 648,965.37 86,638.09 59,531.31 2,719,475.10 3,639,664.37 3,776,820.62

TOTAL 20,538,968.94 2,412,843.70 3,676,240.47 4,139,032.24 3,649,623.45 1,449,888.43 1,315,944.28 889,874.42 13,883,823.54 3,639,664.37 3,015,481.03 15%


221 of 230


CFDA 84.403


4th QUARTER REPORT


S403A100002 – 22.10.12

October 2011




CFDA # / Program Title ApproriationsFirst Quarter Expenditures





Fourth Quarter Expenditures

FISCAL YTD EXPENDITURES ENCUMBRANCES Unexpended Balance

% Unspent

Salaries 6,635,233.76 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - 8206 - - - - - - - - - 0%System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform ( 8216) 90,106.70 - - - 13,032.69 - 4,344.23 8,688.46 13,032.69 13,032.69 77,074.01 0%#2 – READING AND MATH REFORM PROGRAM - 0% • Direct Instruction Program ( 8202) 1,150,055.59 - - - 17,297.76 - 2,281.29 15,016.47 17,297.76 17,297.76 1,132,757.83 98%#3 – IMPROVING TEACHER QUALITY - 0% . Retention 161,905.15 - - - 8,165.98 - 8,165.98 - 8,165.98 8,165.98 153,739.17 95%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0%

• Parent-Family-Community Outreach Program (8221) 728,749.85 - - - 12,325.54 439.20 2,375.76 9,510.58 12,325.54 12,325.54 716,424.31 98% • Dept. of Ed. Extended Day Program (DEED) 577,623.18 - - 98,180.60 125,619.98 877.50 76.83 124,665.65 125,619.98 223,800.58 353,822.60 61% • Summer School Program (8227) 1,133,166.69 - - 322,448.61 623,260.35 554,014.34 68,132.13 1,113.88 623,260.35 945,708.96 187,457.73 17% • ESL ( 8226 ) 1,027,895.38 - - - - - - - - - 1,027,895.38 100% • Eskuelan Pueńgi Program (8210) 141,150.79 - - - - - - - - 141,150.79 100% • Success for All Program (SFA) - 8225 404,165.73 - - 2,678.68 3,567.54 2,757.54 - 810.00 3,567.54 6,246.22 397,919.51 98%

• School Resource Officer (SRO) Anti-Bullying - 8201 - - - 0%

• School Resource Officer (SRO) Children At Risk - 8208 - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0% d) School Action Plan (SAP) - - - 0%#5 – ALTERNATIVE SCHOOL (8203) 655,385.00 - - 18,394.96 12,956.29 - 2,415.23 10,541.06 12,956.29 31,351.25 624,033.75 95%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 207,796.07 - 653.12 9,137.89 (6,415.52) 1,989.08 (10,785.55) 2,380.95 (6,415.52) 3,375.49 204,420.58 98%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - 0% • Catholic Schools ( TAIP ) - 8215 - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - 0%


• PNP ( ASMUYAO COMM. LEARNING) 8223 - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE 174,962.98 - - 8,511.60 68,313.62 7,099.61 34,962.87 26,251.14 68,313.62 76,825.22 98,137.76 56%#13 – STATE ADMINISTRATION 182,270.65 - - - - - - - - - 182,270.65 100%

SUB-TOTAL: 6,635,233.76 - 653.12 459,352.34 878,124.23 567,177.27 111,968.77 198,978.19 878,124.23 1,338,129.69 - 5,297,104.07 80%Overtime - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) 70,005.96 - - - - - - - - - 70,005.96 0%

- - - - 0%- - - - - - - - - - - 0%

SUB-TOTAL: 70,005.96 - - - - - - - - - - 70,005.96 0%

$21,789,203.00


$21,789,203.00July 1, 2010


223 of 230











% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Benefits 2,258,876.25 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - - - - - - - - - - 0%System-Wide Needs / Changes - • Elementary School Reform - PREL ( 8228) - - - - - - 0% • Secondary School Reform 35,993.99 - - - 3,750.77 - 1,250.26 2,500.51 3,750.77 3,750.77 32,243.22 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 363,830.58 - - - 2,132.21 - 650.72 1,481.49 2,132.21 2,132.21 361,698.37 99%#3 – IMPROVING TEACHER QUALITY - . Retention 62,240.09 - - - 74.69 - 74.69 - 74.69 74.69 62,165.40 100%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) -

• Parent-Family-Community Outreach Program 258,455.03 - - - 3,401.88 163.77 685.16 2,552.95 3,401.88 3,401.88 255,053.15 99% • Dept. of Ed. Extended Day Program (DEED) 187,229.58 - - 4,243.56 4,625.12 12.72 1.11 4,611.29 4,625.12 8,868.68 178,360.90 95% • Summer School Program 327,598.49 - - 10,898.50 20,479.08 17,972.19 2,441.69 65.20 20,479.08 31,377.58 296,220.91 0% • ESL 373,148.99 - - - - - - - - - 373,148.99 100% • Eskuelan Pueńgi Program 69,611.49 - - - - - - - - - 69,611.49 0% • Success for All Program (SFA) 126,503.45 - - 997.79 1,240.88 1,018.66 - 222.22 1,240.88 2,238.67 124,264.78 98%

• School Resource Officer (SRO) Anti-Bullying - 8201 - - - -

• School Resource Officer (SRO) Children At Risk - 8208 - - • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 244,516.00 - - 5,994.09 3,466.21 - 608.03 2,858.18 3,466.21 9,460.30 235,055.70 96%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 77,572.12 - 207.22 3,029.23 (1,976.03) 829.42 (3,711.03) 905.58 (1,976.03) 1,260.42 76,311.70 98%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - - - 0% • Catholic Schools ( TAIP ) - 8215 - - - 0% • Catholic Schools ( ST. PAULS ) - 8217 - - - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - - - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 - - - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE 64,736.30 - - 2,840.03 19,522.42 2,104.80 10,024.05 7,393.57 19,522.42 22,362.45 42,373.85 65%#13 – STATE ADMINISTRATION 67,440.14 - - - - - - - - - 67,440.14 100%

SUB-TOTAL: 2,258,876.25 - 207.22 28,003.20 56,717.23 22,101.56 12,024.68 22,590.99 56,717.23 84,927.65 - 2,173,948.60 96%Personnel Cost 8,964,115.97 - 860.34 487,355.54 934,841.46 589,278.83 123,993.45 221,569.18 934,841.46 1,423,057.34 - 7,541,058.63


224 of 230











% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Travel 667,600.00 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 45,000.00 - - - - - - - - - 45,000.00 0%System-Wide Needs / Changes - • Elementary School Reform - PREL ( 8228) - - • Secondary School Reform 30,000.00 - - - - - - - - - 30,000.00 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 90,000.00 - - - 51,878.28 52,362.30 (484.02) - 51,878.28 51,878.28 38,121.72 42%#3 – IMPROVING TEACHER QUALITY - . Retentiom 18,500.00 - - - 19.51 - 19.51 - 19.51 19.51 18,480.49 0%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) -

• Parent-Family-Community Outreach Program 116,000.00 - 5,156.00 9,697.84 14,730.29 - (14,853.84) 29,584.13 14,730.29 29,584.13 86,415.87 74% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 45,000.00 - - - 12,247.14 47,942.19 (35,695.05) - 12,247.14 12,247.14 32,752.86 0% • Eskuelan Pueńgi Program - - - - - - - - - - - 0% • Success for All Program (SFA) 35,000.00 - - - - - - - - - 35,000.00 0%

• School Resource Officer (SRO) Anti-Bullying - 8201 75,000.00 - - 10,605.00 47,519.00 (31,402.04) - 16,116.96 26,721.96 48,278.04 0%

• School Resource Officer (SRO) Children At Risk - 8208 - - - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 27,000.00 - - 708.26 - - - - - 708.26 26,291.74 97%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 9,100.00 - - - 284.00 - - 284.00 284.00 284.00 8,816.00 97%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - 0% • Catholic Schools ( TAIP ) - 8215 - 0% • Catholic Schools ( ST. PAULS ) - 8217 - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 - 0%

• PNP ( ST. JOHN SCHOOL ) 8234 24,000.00 24,000.00 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 15,000.00 - - - 12,040.92 13,376.88 (4,552.32) 3,216.36 12,040.92 12,040.92 2,959.08 0%

ENHANCING EDUCATION TECHNOLOGY PROGRAM 63,000.00 16,455.00 24,623.30 (745.65) 40,332.65 40,332.65 22,667.35 0%#12 – LEA TECHNICAL ASSISTANCE 40,000.00 - - - 12,076.22 8,200.05 799.96 3,076.21 12,076.22 12,076.22 27,923.78 0%#13 – STATE ADMINISTRATION 35,000.00 - - - 6,749.28 - - 6,749.28 6,749.28 6,749.28 28,250.72 0%

SUB-TOTAL: 667,600.00 - 5,156.00 21,011.10 166,475.25 185,855.42 (61,544.50) 42,164.33 166,475.25 192,642.35 - 474,957.65 71%


225 of 230











% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Contractual Srvs. 7,308,685.54 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment - 703,200.00 - - - - - - - - - 703,200.00 100%System-Wide Needs / Changes - • Elementary School Reform - PREL ( 8228) - 0% • Secondary School Reform - 8216 159,580.00 - - - - - - - - - 6,516.00 153,064.00 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 391,287.00 - - - - - - - - - 20,088.00 371,199.00 95%#3 – IMPROVING TEACHER QUALITY - . Retentiom 8,600.00 - - - - - - - - 8,600.00 0%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - • Parent-Family-Community Outreach Program 86,800.63 - - 1,440.00 - - - - - 1,440.00 85,360.63 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program 549,261.99 - - 302.90 469,250.00 - 469,250.00 - 469,250.00 469,552.90 78,667.50 1,041.59 0% • ESL 98,340.00 - - - - - - - - - 19,548.00 78,792.00 80% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 2,088,507.00 - - 227,750.00 51,034.54 51,034.54 - - 51,034.54 278,784.54 403,718.00 1,406,004.46 67%

• School Resource Officer (SRO) Anti-Bullying - 8201 397,704.00 397,704.00 0%

• School Resource Officer (SRO) Children At Risk - 8208 15,000.00 15,000.00 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 16,000.00 - - - - - - - - - 16,000.00 - 0%#5 – ALTERNATIVE SCHOOL 8,925.00 - - 360.00 - - - - - 360.00 5,140.00 3,425.00 38%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - 8205 33,600.00 - - - 3,151.40 - 3,151.40 - 3,151.40 3,151.40 30,448.60 - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant 8212 221,441.00 - - - 32,479.91 26,452.80 6,027.11 - 32,479.91 32,479.91 188,961.09 - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant 8213 94,832.00 - - - - - - - - - 94,832.00 - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 30,500.00 - - - - - - - - - 23,997.75 6,502.25 21%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 12,445.00 - - - - - - 12,445.00 0% • Catholic Schools ( TAIP ) - 8215 18,349.00 18,349.00 0% • Catholic Schools ( ST. PAULS ) - 8217 - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 16,209.00 2,459.88 13,749.12 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 115,197.00 115,197.00 0%

• PNP - UOG (4H) C.E.S. 8233 60,000.00 60,000.00 -

• PNP - ( ST. JOHN SCHOOL ) 8234 45,500.00 45,500.00

• PNP - ( EVANGELICAL ) 8235 3,000.00 3,000.00

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 314,706.92 - - 10,568.72 24,000.00 - 24,000.00 - 24,000.00 34,568.72 62,069.40 218,068.80 69%

ENHANCING EDUCATION TECHNOLOGY PROGRAM 500,000.00 500,000.00 100%#12 – LEA TECHNICAL ASSISTANCE 1,271,500.00 - - - - - - - - - 1,271,500.00 100%#13 – STATE ADMINISTRATION 48,200.00 - - 12,179.50 10,732.81 - - 10,732.81 10,732.81 22,912.31 2,588.00 22,699.69 47%

SUB-TOTAL: 7,308,685.54 - - 252,601.12 590,648.66 77,487.34 502,428.51 10,732.81 590,648.66 843,249.78 1,030,034.22 5,435,401.54 74%


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% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Supp. & Mtrls. 1,319,873.61 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 7,500.00 - - - - - - - - - - 7,500.00 0%System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - 0% • Secondary School Reform 30,200.68 - - - 115.00 - 71.64 43.36 115.00 115.00 30,085.68 0%#2 – READING AND MATH REFORM PROGRAM - 0% • Direct Instruction Program 354,299.94 - - - - - - - - - 302,672.56 51,627.38 15%#3 – IMPROVING TEACHER QUALITY - . Retentiom 12,193.99 - - - - - - - - - 1,547.59 10,646.40 87%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - • Parent-Family-Community Outreach Program 60,000.00 - - - 1,668.47 - 1,668.47 - 1,668.47 1,668.47 42,151.75 16,179.78 0% • Dept. of Ed. Extended Day Program (DEED) 78,001.27 - - 753.17 13,101.16 704.30 10,656.19 1,740.67 13,101.16 13,854.33 62,958.97 1,187.97 2% • Summer School Program 50,445.16 - - - 7,828.81 137.43 4,700.63 2,990.75 7,828.81 7,828.81 30,926.10 11,690.25 23% • ESL 31,481.19 - - - - - - - - - 31,481.19 100% • Eskuelan Pueńgi Program 3,990.40 - 201.56 1,905.10 174.29 (1,054.76) 1,067.40 161.65 174.29 2,280.95 6,557.97 (4,848.52) -122% • Success for All Program (SFA) 69,022.19 - - - - - - - - - - 69,022.19 100%

• School Resource Officer (SRO) Anti-Bullying - 8201 7,000.00 7,000.00 0%

• School Resource Officer (SRO) Children At Risk - 8208 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 16,500.00 - - 1,264.60 1,505.35 1,294.10 - 211.25 1,505.35 2,769.95 2,740.02 10,990.03 67%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 32,342.74 - - - - - - - - - 2,302.86 30,039.88 93%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 22,895.00 - 8,041.38 8,041.38 8,041.38 8,041.38 16,811.34 (1,957.72) 0% • Catholic Schools ( TAIP ) - 8215 28,707.00 28,707.00 0% • Catholic Schools ( ST. PAULS ) - 8217 - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 8,191.00 2,816.76 5,374.24 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 26,303.00 26,303.00 0%

• PNP ( ST. JOHN SCHOOL ) 8234 1,500.00 1,500.00

• PNP ( EVANGELICAL ) 8235 8,650.00 8,650.00

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 2,313.08 - - - - - - - - - 2,313.08 0%

ENHANCING EDUCATION TECHNOLOGY PROGRAM 21,836.00 21,836.00 #12 – LEA TECHNICAL ASSISTANCE 435,000.97 - 142,326.75 - - - - - - 142,326.75 163,897.27 128,776.95 30%#13 – STATE ADMINISTRATION 11,500.00 - - 3,007.83 - - - - - 3,007.83 2,158.80 6,333.37 55%

SUB-TOTAL: 1,319,873.61 - 142,528.31 6,930.70 32,434.46 1,081.07 18,164.33 13,189.06 32,434.46 181,893.47 637,541.99 500,438.15 38%


227 of 230











% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Equipment 2,719,888.10 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 11,450.00 - - - - - - - - - 3,475.00 7,975.00 0%System-Wide Needs / Changes - 0% • Elementary School Reform - PREL ( 8228) - - 0% • Secondary School Reform 36,800.00 - - - - - - - - - 36,800.00 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 40,300.00 - - - - - - - - - - 40,300.00 100%#3 – IMPROVING TEACHER QUALITY - 0% . Retentiom 15,000.00 15,000.00 0%#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0% • Parent-Family-Community Outreach Program 100,000.00 - - - - - - - - - 20,925.98 79,074.02 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program 1,000.00 - - - - - - - - - 1,000.00 0% • ESL 25,000.00 - - - - - - - - - 25,000.00 0% • Eskuelan Pueńgi Program 1,704.19 - - - - - - - - - 1,704.19 0% • Success for All Program (SFA) 42,550.00 - - - - - - - - - 42,550.00 0%

• School Resource Officer (SRO) Anti-Bullying - 8201 - 0%

• School Resource Officer (SRO) Children At Risk - 8208 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL 79,978.91 - - - - - - - - - 79,978.91 0%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 19,500.00 - - - - - - - - - 19,500.00 0%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 285,367.00 - - - - - - - - - 68,997.38 216,369.62 0% • Catholic Schools ( TAIP ) - 8215 331,892.00 - - - - - - - 68,980.64 262,911.36 0% • Catholic Schools ( ST. PAULS ) - 8217 289,299.00 - - - - - - - 145,237.50 144,061.50 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 24,600.00 - - - - - - - 24,600.00 0%

• PNP ( ASMUYAO COMM. LEARNING) 8223 - - - - - - - - 0%

• PNP ( ST. JOHN SCHOOL ) 8234 197,597.00 - - - - - - 197,597.00

• PNP ( EVANGELICAL ) 8235 27,000.00 - - - - - - 27,000.00

# #11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 399,450.00 - - - - - - - - - 399,450.00 0%

ENHANCING EDUCATION TECHNOLOGY PROGRAM 663,450.00 663,450.00 #12 – LEA TECHNICAL ASSISTANCE 114,950.00 - - - - - - - - - 114,950.00 0%#13 – STATE ADMINISTRATION 13,000.00 - - - - - - - - - 13,000.00 0%

SUB-TOTAL: 2,719,888.10 - - - - - - - - - 307,616.50 2,412,271.60 89%


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% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Miscellaneous 555,579.77 #1 – LOCAL EDUCATION REFORM PLAN TO IMPROVE READING, MATH AND LANGUAGE ARTSStandards and Assessment 140,000.00 - - - - - - - - - 140,000.00 0%System-Wide Needs / Changes - - 0% • Elementary School Reform - PREL ( 8228) - 0% • Secondary School Reform 45,800.00 - - - - - - - - - 45,800.00 0%#2 – READING AND MATH REFORM PROGRAM - • Direct Instruction Program 56,625.00 - - - - - - - - - 56,625.00 0%#3 – IMPROVING TEACHER QUALITY - . Retentiom 5,504.77 5,504.77

#4 – EXPANDED LEARNING OPPORTUNITIES (ELO) - 0% • Parent-Family-Community Outreach Program - - - - - - - - - - 0% • Dept. of Ed. Extended Day Program (DEED) - - - - - - - - - - 0% • Summer School Program - - - - - - - - - - 0% • ESL 18,000.00 - - - - - - - - - 18,000.00 0% • Eskuelan Pueńgi Program - - - - - - - - - - 0% • Success for All Program (SFA) 51,825.00 - - - - - - - - - 51,825.00 0%

• School Resource Officer (SRO) Anti-Bullying - 8201 - 0%

• School Resource Officer (SRO) Children At Risk - 8208 - 0% • School Resource Officer (SRO) Play by the Rules - 8222 - - - - - - - - - - 0%#5 – ALTERNATIVE SCHOOL - - - - - - - - - - 0%#6 – COOPERATIVE EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#7 – TECHNOLOGY EDUCATION (Co-op-Ed.) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#8 – INTEGRATING SCIENCE AND ALLIED HEALTH (ISAAH) GCC (Guam Community College) Sub-grantee of the Consolidated Grant - - - - - - - - - - 0%#9 – GIFTED AND TALENTED EDUCATION PROGRAM (GATE) 42,500.00 - - - - - - - - - 42,500.00 100%

#10 – PRIVATE NON-PROFIT SCHOOLS PARTICIPATION - - - - - - - - - - 0% • Catholic Schools ( CEBS ) - 8214 - 0% • Catholic Schools ( TAIP ) - 8215 - 0% • Catholic Schools ( ST. PAULS ) - 8217 - 0%

• PNP ( SOUTHERN CHRISTIAN) - 8218 - 0%

• PNP - ( ASMUYAO COMM. LEARNING) - 8223 - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) 56,875.00 - - - - - - - - - 56,875.00 0%

ENHANCING EDUCATION TECHNOLOGY PROGRAM 138,450.00 - - - 138,450.00 #12 – LEA TECHNICAL ASSISTANCE - - - - - - - - - - 0%#13 – STATE ADMINISTRATION - - - - - - - - - - 0%

SUB-TOTAL: 555,579.77 - - - - - - - - - - 555,579.77 100%Utilities 6,000.00 #13 – STATE ADMINISTRATION 6,000.00 - - - - - - - - - 6,000.00 0%

SUB-TOTAL: 6,000.00 - - - - - - - - - - 6,000.00 0%


229 of 230











% Unspent

$21,789,203.00


$21,789,203.00July 1, 2010

Capital Outlay 16,000.00 • Catholic Schools ( TAIP ) - 8215 - 0% • Catholic Schools ( ST. PAULS ) - 8217 - 0%

• Catholic Schools ( SOUTHERN CHRISTIAN) - 8218 - 0%

#11 – EDUCATION TECHNOLOGY PROGRAM (ED. TECH) - - - - - - - - - - 0%#12 – LEA TECHNICAL ASSISTANCE - - - - - - - - - - 0%#13 – STATE ADMINISTRATION 16,000.00 - - - - - - - - - 16,000.00 0%

SUB-TOTAL: 16,000.00 - - - - - - - - - - 16,000.00 0%Indirect Cost 231,460.01 - - - - - - - - Direct Instruction - 8202 39,101.89 - - - - - 39,101.89 0%Alternative - 8203 22,283.09 - - - - - 22,283.09 0%State Administration - 8204 6,197.21 - - - - - 6,197.21 0%Gifted and Talented 7,065.07 - - - - - 7,065.07 0%Eskuelan Puengi 4,799.13 - - - - - 4,799.13 0%LEA Activities 5,948.74 - - - - - 5,948.74 0%Secondary School Reform 3,063.63 3,063.63 0%District Action Plan - - - - - - - 0%Retention - - - - - - - 0%Parent Family Outreach Program 24,777.49 - - - - - 24,777.49 0%Deed 31,006.01 - - - - - 31,006.01 0%Success for all program 13,741.63 - - - - - 13,741.63 0%ESL 34,948.45 - - - - - 34,948.45 0%Summer 38,527.67 - - - - - 38,527.67 0%Elem. School Reform ( PREL) - 0%

SUB-TOTAL: 231,460.01 - - - - 231,460.01 0%Operational Costs 12,825,087.03 - 147,684.31 280,542.92 789,558.37 264,423.83 459,048.34 66,086.20 789,558.37 1,217,785.60 1,975,192.71 9,632,108.72

TOTAL 21,789,203.00 - 148,544.65 767,898.46 1,724,399.83 853,702.66 583,041.79 287,655.38 1,724,399.83 2,640,842.94 1,975,192.71 17,173,167.35 79%


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